Solovyova, I (2008) The role of the autobiographical experiences with emotional significance of an architect in design conjecturing. PhD thesis, Texas A&M University, USA.
Abstract
The dissertation investigates the role of autobiographical memories with emotional significance in architectural design conjecturing. The dissertation is structured as a set of individual articles (chapters), each can be read independently. To set the background to the empirical research, an overview of models of the design process, intuition in design, memory, emotion and place are presented. The empirical research consists of comparison of two case studies. Ethnographic methods were used for data collection. Direct analysis, indirect analysis (content analysis of protocols) and analysis of language for affect were used to scrutinize the data. Findings clearly indicate the utilization of autobiographical memories with emotional significance in design conjecturing. The study describes the types of autobiographical memories with emotional significance and purpose of their use in design conjecturing. In general, the dissertation study indicated that half of thought content used by architects during design conjecturing comes from their autobiographical experience. At the same time, personal experiences of students are neglected in architectural education. Overview of the current status of architectural education leads to the argument that academia is due for a paradigm change. The dissertation provides suggestion on the direction of changes in design education.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Downing, F L |
| Uncontrolled Keywords: | education; architectural design; content analysis; case study; architect |
| Index terms: | academia, design process, intuition, architectural education, case study, content analysis, paradigm, architectural design, architect, dissertation, design education |
| Subjects: | research dissemination and communication, data analysis and analytics, design methods, educational institutions, data collection methods, professional education, education and knowledge transfer, design practice, curriculum design, profession, cognitive psychology |
| Topics: | Roles and Professions, Education, Research Practice, Design Practice |
| Descriptive scope: | 5 PCTEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here