Research by Design

or Design by Research?
Delft University of Technology, The Netherlands Delft University of Technology, The Netherlands Delft University of Technology, The Netherlands Delft University of Technology, The Netherlands
University of Hertfordshire, UK University of Hertfordshire, UK University of Hertfordshire, UK University of Hertfordshire, UK
Roberto Roberto Roberto Roberto Rocco, Rocco, Rocco, Rocco,
based on Biggs and based on Biggs and based on Biggs and based on Biggs and B BB B chler chler chler chler (2008) (2008) (2008) (2008)
Looking for parameters to assess
academic value in practice based research
What is research?
RESEARCH is typically defined as a RESEARCH is typically defined as a RESEARCH is typically defined as a RESEARCH is typically defined as a
systematic investigation systematic investigation systematic investigation systematic investigation on a subject on a subject on a subject on a subject
that generally leads to the that generally leads to the that generally leads to the that generally leads to the
production of explicit knowledge production of explicit knowledge production of explicit knowledge production of explicit knowledge
adding to the existing body of adding to the existing body of adding to the existing body of adding to the existing body of
knowledge knowledge knowledge knowledge about the subject. about the subject. about the subject. about the subject.
What is Research?
In short, research refers to the In short, research refers to the In short, research refers to the In short, research refers to the body of body of body of body of
techniques techniques techniques techniques for investigating for investigating for investigating for investigating
phenomena phenomena phenomena phenomena or processes, or processes, or processes, or processes, acquiring acquiring acquiring acquiring
new new new new knowledge knowledge knowledge knowledge, or , or , or , or modifying modifying modifying modifying and and and and
integrating previous knowledge integrating previous knowledge integrating previous knowledge integrating previous knowledge. . . .
What is research?
We assume that academic research We assume that academic research We assume that academic research We assume that academic research
can be done using can be done using can be done using can be done using traditional traditional traditional traditional and and and and
non non non non- -- -traditional traditional traditional traditional tools. tools. tools. tools.
Traditional forms of
research
A A A A scientific method scientific method scientific method scientific method, which is the base , which is the base , which is the base , which is the base
of any traditional form of research, of any traditional form of research, of any traditional form of research, of any traditional form of research,
consists of the collection of data consists of the collection of data consists of the collection of data consists of the collection of data
through through through through observation observation observation observation and and and and
experimentation experimentation experimentation experimentation, and the formulation , and the formulation , and the formulation , and the formulation
and testing of a and testing of a and testing of a and testing of a hypotheses hypotheses hypotheses hypotheses. .. .
Traditional forms of
research
TRADITIONAL forms of research include, TRADITIONAL forms of research include, TRADITIONAL forms of research include, TRADITIONAL forms of research include,
for example, the collection, for example, the collection, for example, the collection, for example, the collection, organisation organisation organisation organisation
and analyses of data and analyses of data and analyses of data and analyses of data leading to the leading to the leading to the leading to the
substantiation or disproval of a previously substantiation or disproval of a previously substantiation or disproval of a previously substantiation or disproval of a previously
stated hypothesis stated hypothesis stated hypothesis stated hypothesis. It can also lead to the . It can also lead to the . It can also lead to the . It can also lead to the
discovery of unexpected new models. discovery of unexpected new models. discovery of unexpected new models. discovery of unexpected new models.
Attributes of scientific
research: CUDOS
Merton Merton Merton Mertons Scientific Norms* s Scientific Norms* s Scientific Norms* s Scientific Norms*
1. 1. 1. 1. Communalism Communalism Communalism Communalism
2. 2. 2. 2. Universalism (Transferability/ Universalism (Transferability/ Universalism (Transferability/ Universalism (Transferability/
generalizability generalizability generalizability generalizability) )) )
3. 3. 3. 3. Disinterestedness Disinterestedness Disinterestedness Disinterestedness
4. 4. 4. 4. Organised Organised Organised Organised Scepticism Scepticism Scepticism Scepticism
* * * * Merton, R. The Normative Structure of Science, 1942 Merton, R. The Normative Structure of Science, 1942 Merton, R. The Normative Structure of Science, 1942 Merton, R. The Normative Structure of Science, 1942
Non-traditional forms of
research
Generally refers to practice Generally refers to practice Generally refers to practice Generally refers to practice- -- -based research based research based research based research
(practice, experimentation and (practice, experimentation and (practice, experimentation and (practice, experimentation and
visualisation visualisation visualisation visualisation) and experience based ) and experience based ) and experience based ) and experience based
research. For example: research. For example: research. For example: research. For example:
Use of visual media, such as video and photography and new Use of visual media, such as video and photography and new Use of visual media, such as video and photography and new Use of visual media, such as video and photography and new
ways of ways of ways of ways of visualisation visualisation visualisation visualisation and representation and representation and representation and representation
Use of new technologies (tracking technologies, GIS, 3 Use of new technologies (tracking technologies, GIS, 3 Use of new technologies (tracking technologies, GIS, 3 Use of new technologies (tracking technologies, GIS, 3- -- -D D D D
cartography, real time mapping) cartography, real time mapping) cartography, real time mapping) cartography, real time mapping)
Experience research (as in the anthropology of the self) Experience research (as in the anthropology of the self) Experience research (as in the anthropology of the self) Experience research (as in the anthropology of the self)
Action based Action based Action based Action based research research research research
Non traditional forms of
research
NON TRADITIONAL forms of research may NON TRADITIONAL forms of research may NON TRADITIONAL forms of research may NON TRADITIONAL forms of research may
refer to arts refer to arts refer to arts refer to arts- -- -based or practice based or practice based or practice based or practice- -- -based based based based
research, which might be comparable to research, which might be comparable to research, which might be comparable to research, which might be comparable to
scientific methods because: scientific methods because: scientific methods because: scientific methods because:
1. 1. 1. 1. They might be conducted in a systematic They might be conducted in a systematic They might be conducted in a systematic They might be conducted in a systematic
way aiming at answering a research way aiming at answering a research way aiming at answering a research way aiming at answering a research
question, prove or disprove a hypothesis question, prove or disprove a hypothesis question, prove or disprove a hypothesis question, prove or disprove a hypothesis
2. 2. 2. 2. They might lead to new knowledge and They might lead to new knowledge and They might lead to new knowledge and They might lead to new knowledge and
add to the existing body of knowledge add to the existing body of knowledge add to the existing body of knowledge add to the existing body of knowledge
Non-traditional forms of
research
The contribution of design practice The contribution of design practice The contribution of design practice The contribution of design practice
to academic research can be best to academic research can be best to academic research can be best to academic research can be best
described as a described as a described as a described as a spectrum with two spectrum with two spectrum with two spectrum with two
extreme poles extreme poles extreme poles extreme poles, with a long and , with a long and , with a long and , with a long and
variable combinations between the variable combinations between the variable combinations between the variable combinations between the
two. two. two. two.
Non-traditional forms of
research
Three workable ways to describe Three workable ways to describe Three workable ways to describe Three workable ways to describe RbD RbD RbD RbD: :: :
1. 1. 1. 1. Exploratory practice Exploratory practice Exploratory practice Exploratory practice within within within within the traditional the traditional the traditional the traditional
model of academic research model of academic research model of academic research model of academic research
2. 2. 2. 2. Practice as Practice as Practice as Practice as generator of relevant questions generator of relevant questions generator of relevant questions generator of relevant questions
explored within structures provided by explored within structures provided by explored within structures provided by explored within structures provided by
traditional models of academic research traditional models of academic research traditional models of academic research traditional models of academic research
3. 3. 3. 3. Problematic view that claims that Problematic view that claims that Problematic view that claims that Problematic view that claims that design design design design
practice IS academic research practice IS academic research practice IS academic research practice IS academic research
Problems with research by
design
Non traditional results (non Non traditional results (non Non traditional results (non Non traditional results (non- -- -textual) that are the outcome of textual) that are the outcome of textual) that are the outcome of textual) that are the outcome of
RbD RbD RbD RbD might have the following limitations: might have the following limitations: might have the following limitations: might have the following limitations:
Incommensurability with traditional results Incommensurability with traditional results Incommensurability with traditional results Incommensurability with traditional results
Experiential content Experiential content Experiential content Experiential content : it goes against the notion of : it goes against the notion of : it goes against the notion of : it goes against the notion of
generalizability generalizability generalizability generalizability or at least transferability of research or at least transferability of research or at least transferability of research or at least transferability of research
Lack of shared definition of scientific Lack of shared definition of scientific Lack of shared definition of scientific Lack of shared definition of scientific
criteria criteria criteria criteria
Lack of shared criteria
The question of research by design is The question of research by design is The question of research by design is The question of research by design is
therefore CIRCULAR: therefore CIRCULAR: therefore CIRCULAR: therefore CIRCULAR:
If criteria are developed from actual case If criteria are developed from actual case If criteria are developed from actual case If criteria are developed from actual case
studies it is difficult to subsequently use studies it is difficult to subsequently use studies it is difficult to subsequently use studies it is difficult to subsequently use
the criteria as defining characteristics of the criteria as defining characteristics of the criteria as defining characteristics of the criteria as defining characteristics of
research because they are influenced by research because they are influenced by research because they are influenced by research because they are influenced by
the case studies which could not have the case studies which could not have the case studies which could not have the case studies which could not have
been filtered without using the criteria. been filtered without using the criteria. been filtered without using the criteria. been filtered without using the criteria.
Circularity in the quest
for shared criteria in PbR
Lack of shared criteria
It does not respond to a group of It does not respond to a group of It does not respond to a group of It does not respond to a group of
expanded criteria that is compatible expanded criteria that is compatible expanded criteria that is compatible expanded criteria that is compatible
with, and comparable to, those held with, and comparable to, those held with, and comparable to, those held with, and comparable to, those held
in traditional forms of research. in traditional forms of research. in traditional forms of research. in traditional forms of research.
Non-explicit knowledge
If visual representation is not interpreted If visual representation is not interpreted If visual representation is not interpreted If visual representation is not interpreted
(through traditional textual analysis), and (through traditional textual analysis), and (through traditional textual analysis), and (through traditional textual analysis), and
knowledge is not made knowledge is not made knowledge is not made knowledge is not made explicit explicit explicit explicit, we will , we will , we will , we will
lack parameters to judge, asses, use and lack parameters to judge, asses, use and lack parameters to judge, asses, use and lack parameters to judge, asses, use and
diffuse the knowledge produced, diffuse the knowledge produced, diffuse the knowledge produced, diffuse the knowledge produced,
especially when it comes to conveying especially when it comes to conveying especially when it comes to conveying especially when it comes to conveying
new knowledge across different new knowledge across different new knowledge across different new knowledge across different
communities of practice. communities of practice. communities of practice. communities of practice.
Back to the basics
Therefore, there is a need to go back to Therefore, there is a need to go back to Therefore, there is a need to go back to Therefore, there is a need to go back to
fundamentals before making claims regarding fundamentals before making claims regarding fundamentals before making claims regarding fundamentals before making claims regarding
the benefits of the benefits of the benefits of the benefits of RbD RbD RbD RbD. .. .
This fundamental approach would ask structural This fundamental approach would ask structural This fundamental approach would ask structural This fundamental approach would ask structural
questions about the questions about the questions about the questions about the essential nature of research essential nature of research essential nature of research essential nature of research, , , ,
ensuring that ensuring that ensuring that ensuring that RbD RbD RbD RbD is comparable in rigor and is comparable in rigor and is comparable in rigor and is comparable in rigor and
value to scholarship produced with traditional value to scholarship produced with traditional value to scholarship produced with traditional value to scholarship produced with traditional
forms of research and communication of forms of research and communication of forms of research and communication of forms of research and communication of
knowledge. knowledge. knowledge. knowledge.
Specifities of Urban
Design
Urban design CAN be subject to scientific evaluation Urban design CAN be subject to scientific evaluation Urban design CAN be subject to scientific evaluation Urban design CAN be subject to scientific evaluation
methods (ante methods (ante methods (ante methods (ante- -- - and post and post and post and post- -- -occupation analysis, occupation analysis, occupation analysis, occupation analysis,
environmental impacts, financial feasibility and environmental impacts, financial feasibility and environmental impacts, financial feasibility and environmental impacts, financial feasibility and
sustainability, new spatial analysis criteria, like Space sustainability, new spatial analysis criteria, like Space sustainability, new spatial analysis criteria, like Space sustainability, new spatial analysis criteria, like Space
Syntax and Visibility) Syntax and Visibility) Syntax and Visibility) Syntax and Visibility)
Urban design is subject to political and economical criteria Urban design is subject to political and economical criteria Urban design is subject to political and economical criteria Urban design is subject to political and economical criteria
(that are not necessarily scientific) (that are not necessarily scientific) (that are not necessarily scientific) (that are not necessarily scientific)
There is a consistent collection of basic technical rules on There is a consistent collection of basic technical rules on There is a consistent collection of basic technical rules on There is a consistent collection of basic technical rules on
urban design (e.g. ideal width of streets, material urban design (e.g. ideal width of streets, material urban design (e.g. ideal width of streets, material urban design (e.g. ideal width of streets, material
resistance, optimal occupation rates of plots, etc). resistance, optimal occupation rates of plots, etc). resistance, optimal occupation rates of plots, etc). resistance, optimal occupation rates of plots, etc).
BUT THIS IS NOT THE POINT BUT THIS IS NOT THE POINT BUT THIS IS NOT THE POINT BUT THIS IS NOT THE POINT
What is the point ?
Can the product of spatial design (the Can the product of spatial design (the Can the product of spatial design (the Can the product of spatial design (the
design itself design itself design itself design itself) be considered ) be considered ) be considered ) be considered
KNOWLEDGE following basic criteria KNOWLEDGE following basic criteria KNOWLEDGE following basic criteria KNOWLEDGE following basic criteria
used in traditional research? used in traditional research? used in traditional research? used in traditional research?
RbD as sub-group of
academic research
In this research, Biggs and In this research, Biggs and In this research, Biggs and In this research, Biggs and Buchler Buchler Buchler Buchler see see see see RbD RbD RbD RbD
as a sub as a sub as a sub as a sub- -- -group of academic research. group of academic research. group of academic research. group of academic research.
This means that it does not need totally This means that it does not need totally This means that it does not need totally This means that it does not need totally
new criteria of assessment, but the new criteria of assessment, but the new criteria of assessment, but the new criteria of assessment, but the
existing criteria for assessing academic existing criteria for assessing academic existing criteria for assessing academic existing criteria for assessing academic
research must be enlarged and research must be enlarged and research must be enlarged and research must be enlarged and
interpreted. interpreted. interpreted. interpreted.
UKCGE`s proposal
To broaden the traditional scientific model To broaden the traditional scientific model To broaden the traditional scientific model To broaden the traditional scientific model
(formation and testing of a hypothesis), (formation and testing of a hypothesis), (formation and testing of a hypothesis), (formation and testing of a hypothesis),
redefining its general terms, the UKCGE redefining its general terms, the UKCGE redefining its general terms, the UKCGE redefining its general terms, the UKCGE
proposes the following parameters: proposes the following parameters: proposes the following parameters: proposes the following parameters:
1. 1. 1. 1. The acquisition of relevant data The acquisition of relevant data The acquisition of relevant data The acquisition of relevant data
2. 2. 2. 2. The exercise of critical and analytical skills The exercise of critical and analytical skills The exercise of critical and analytical skills The exercise of critical and analytical skills
3. 3. 3. 3. Sustained and coherent argumentation Sustained and coherent argumentation Sustained and coherent argumentation Sustained and coherent argumentation
4. 4. 4. 4. Clarity in presentation and communication Clarity in presentation and communication Clarity in presentation and communication Clarity in presentation and communication
Hertfordshire Proposal:
necessary and sufficient criteria for
academic research
Criterion based assessment
Dissemination (Communication + Dissemination (Communication + Dissemination (Communication + Dissemination (Communication +
Impact) Impact) Impact) Impact)
Originality Originality Originality Originality
Context Context Context Context
Dissemination
Research must Research must Research must Research must influence the actions of others influence the actions of others influence the actions of others influence the actions of others
practioners practioners practioners practioners
The opposite scenario is one where everyone is The opposite scenario is one where everyone is The opposite scenario is one where everyone is The opposite scenario is one where everyone is
constantly re constantly re constantly re constantly re- -- -inventing the wheel, which is inventing the wheel, which is inventing the wheel, which is inventing the wheel, which is not not not not
effective effective effective effective
Research should make Research should make Research should make Research should make generation of knowledge generation of knowledge generation of knowledge generation of knowledge
more efficient more efficient more efficient more efficient. By sharing knowledge, we allow . By sharing knowledge, we allow . By sharing knowledge, we allow . By sharing knowledge, we allow
the creative energies of co the creative energies of co the creative energies of co the creative energies of co- -- -researchers to be researchers to be researchers to be researchers to be
applied to more advanced topics. applied to more advanced topics. applied to more advanced topics. applied to more advanced topics.
Research is therefore a Research is therefore a Research is therefore a Research is therefore a CUMMULATIVE CUMMULATIVE CUMMULATIVE CUMMULATIVE process, process, process, process,
even if one rejects the [Modernist] notion of it even if one rejects the [Modernist] notion of it even if one rejects the [Modernist] notion of it even if one rejects the [Modernist] notion of it
being progressive. being progressive. being progressive. being progressive.
Communication & Impact
Research must have a Research must have a Research must have a Research must have a target audience target audience target audience target audience. There is no . There is no . There is no . There is no
guarantee that this audience will recognise the guarantee that this audience will recognise the guarantee that this audience will recognise the guarantee that this audience will recognise the
research as such. However, it is more probable research as such. However, it is more probable research as such. However, it is more probable research as such. However, it is more probable
that the research will impact on the audience that the research will impact on the audience that the research will impact on the audience that the research will impact on the audience if if if if
it is communicated through an effective it is communicated through an effective it is communicated through an effective it is communicated through an effective
(oriented) channel. (oriented) channel. (oriented) channel. (oriented) channel.
The audience is The audience is The audience is The audience is firstly the community of research firstly the community of research firstly the community of research firstly the community of research, , , ,
because by sharing knowledge with them we because by sharing knowledge with them we because by sharing knowledge with them we because by sharing knowledge with them we
can can can can maximise the development of the field maximise the development of the field maximise the development of the field maximise the development of the field. .. .
Originality
Research must result in Research must result in Research must result in Research must result in something something something something
original original original original that was not known or that was not known or that was not known or that was not known or
interpreted in this way before interpreted in this way before interpreted in this way before interpreted in this way before
Knowledge must be knew for the Knowledge must be knew for the Knowledge must be knew for the Knowledge must be knew for the
audience and not only for the audience and not only for the audience and not only for the audience and not only for the
researcher researcher researcher researcher
Context
Research must be contextualised because Research must be contextualised because Research must be contextualised because Research must be contextualised because
1. 1. 1. 1. By placing outcomes in a By placing outcomes in a By placing outcomes in a By placing outcomes in a critical context critical context critical context critical context, , , ,
the researcher contributes to the the researcher contributes to the the researcher contributes to the the researcher contributes to the
argument in defence of originality argument in defence of originality argument in defence of originality argument in defence of originality
2. 2. 2. 2. The researcher makes clear the way in The researcher makes clear the way in The researcher makes clear the way in The researcher makes clear the way in
which the which the which the which the knowledge develops or knowledge develops or knowledge develops or knowledge develops or
departs from existing modes of departs from existing modes of departs from existing modes of departs from existing modes of
understanding understanding understanding understanding
Impact and relevance
Knowledge must be disseminated. Knowledge must be disseminated. Knowledge must be disseminated. Knowledge must be disseminated.
Dissemination means not only Dissemination means not only Dissemination means not only Dissemination means not only
putting the work out in the world, putting the work out in the world, putting the work out in the world, putting the work out in the world,
but also doing so in a TARGETED but also doing so in a TARGETED but also doing so in a TARGETED but also doing so in a TARGETED
way, so it reaches an audience for way, so it reaches an audience for way, so it reaches an audience for way, so it reaches an audience for
whom it is CONSEQUENTIAL. whom it is CONSEQUENTIAL. whom it is CONSEQUENTIAL. whom it is CONSEQUENTIAL.
Originality and context
The audience will only recognise The audience will only recognise The audience will only recognise The audience will only recognise
originality if they are originality if they are originality if they are originality if they are familiar with familiar with familiar with familiar with, or , or , or , or
are are are are presented with presented with presented with presented with, a CONTEXT in , a CONTEXT in , a CONTEXT in , a CONTEXT in
which which which which originality becomes apparent originality becomes apparent originality becomes apparent originality becomes apparent. .. .