Mapping the intervention of sustainable design studio using multidimensional scaling and pathfinder networks

Abstract

Purpose

The purpose of this paper is to investigate undergraduate industrial design students’ perception of sustainable design concepts and how their conceptualization evolves as a function of their attendance to a specific sustainable design studio (SDS) course.

Design/methodology/approach

Two groups of students participated in the study. Students who did not attend to SDS were in the control group, whereas students who attended SDS were in the experimental group. In total, 22 concepts, which have been highlighted in literature and the SDS course, were selected as keywords. Participants were asked to provide relatedness scores of these keywords before and after they attended the course. The data were analyzed using multidimensional scaling and pathfinder (PF) networks.

Findings

Results indicate that the SDS caused a change in the conceptualization of sustainable design concepts parallel to the course outcomes and the literature. Some concepts were highlighted as conveyors that guide students to conceptualize sustainable development and design.

Research limitations/implications

This study is considered a case study focusing on declarative knowledge, and owing to the low number of participants, the results should be carefully interpreted.

Practical implications

The findings may support design educators to enhance their courses and promote deeper debates on teaching sustainable design.

Originality/value

Two specific dimensions were found from the analysis of multidimensional scaling, and several conveyor concepts were identified from PF networks. Allocating proposed dimensions and concepts into a course may have the potentials to enhance students’ perception of sustainability concepts.

Citation

Yilmaz, T. and Kapkin, E. (2021), "Mapping the intervention of sustainable design studio using multidimensional scaling and pathfinder networks", International Journal of Sustainability in Higher Education, Vol. 22 No. 2, pp. 308-327. https://doi.org/10.1108/IJSHE-04-2020-0125