Design Research and the New Learning

Author(s): Richard Buchanan

Source: Design Issues , Autumn, 2001, Vol. 17, No. 4 (Autumn, 2001), pp. 3-23
Published by: The MIT Press

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 Design Research
and the New Learning
Richard Buchanan

Introduction
This paper is based on a presentation at the

conference "Researching Design: Designing The theme of this conference is how we shape and sustain design
Research," held at the London Design Council research programs in our institutions. It is an important theme, and
in March 1999. The conference was chaired the conference is timely. Despite a growing body of research and
by Jonathan Woodham and co-sponsored by
published results, there is uncertainty about the value of design
the Design Council and the Faculty of Art and
research, the nature of design research, the institutional framework
Design, under the deanship of Bruce Brown,

at the University of Brighton.

within which such research should be supported and evaluated,
and who should conduct it. In short, there is uncertainty about
whether there is such a thing as design knowledge that merits seri-
ous attention. My goal is to address these questions from a personal
perspective, recognizing that my individual views may be less
important for the goals of the conference than how my views reflect,
in subtle or obvious ways, the North American social, cultural, and
intellectual environment within which they have formed. The
conference is about design research in the United Kingdom, and my
role is to provide a contrasting perspective at the outset that may
help us understand some of the issues and options that are taking
shape in the United Kingdom. My willingness to play this role
comes from a belief that we are in the middle of a revolution in
design thinking and that events in the United Kingdom, while
strongly influenced by issues of national policy, reflect changes in
the field of design in many other parts of the world.

Design Research in the New University

The origins of modern design research may be traced to the early
seventeenth century and the work of Galileo Galilei. Galileo's
Dialogues Concerning Two New Sciences was the culmination of thirty
years of personal research into the motion of bodies, and the book
presents his theory of motion. We are well aware that Galileo is
considered the father of modern physics, but this is a story told by
philosophers and historians who work under certain cultural beliefs
that deserve closer examination. The Two New Sciences begins not
with a discussion of physics but with a discussion of design in the
great arsenal of Venice. Salviati says,
The constant activity which you Venetians display in your
famous arsenal suggests to the studious mind a large field
for investigation, especially that part of the work which
involves mechanics; for in this department all types of

? Copyright 1999 Richard Buchanan

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 instruments and machines are constantly being constructed
by many artisans, among whom there must be some who,
partly by inherited experience and partly by their own
observations, have become highly expert and clever in
explanation.

Salgredo replies,
You are quite right. Indeed, I myself, being curious by
nature, frequently visit this place for the mere pleasure of
observing the work of those who, on account of their supe-
riority over other artisans, we call "first rank men."
Conference with them has often helped me in the investiga-
tion of certain effects including not only those which are
striking, but also those which are recondite and almost
incredible.

The present condition of the field of design owes much to this brief
discussion and the cultural environment within which it takes place.
Instead of turning to investigate the human power or ability that
allowed the creation of the instruments and machines of the arsenal
of Venice, Galileo turned to an investigation of the two new mathe-
matical sciences of mechanics. This reflects a general tendency
following the fifteenth and sixteenth centuries to turn towards theo-
retical investigations in a variety of subject matters, laying the foun-
dations of the diverse fields of learning that are now institution-
alized in our universities.

Galileo's work was published by an English press in 1665,

where it entered the tradition begun by Francis Bacon, who was
Galileo's contemporary, and subsequently developed in monumen-
tal fashion by Newton in the Principia in 1686. Francis Bacon, too,
plays an important role in the origins of design research, because his
project was to begin a Great Instauration of learning that would
lead to our ability to command nature in action, where nature
would be molded by art and human ministry in the creation of
"1artificial things." Bacon's project is clearly a design project. And
perhaps it is the design project, if we allow that the hubris and
enthusiasm of Bacon would have been tempered over time if he had
been able to witness the many mistakes and tragic failures of the
application of knowledge gained in the natural sciences over the
centuries. There is a deep humanism in the work of Francis Bacon,
borne of his understanding of the role that rhetoric plays in human
culture and in the advancement of learning. In truth, we may say
that Bacon's project remains with us today, unfinished in its core
purpose. After a hiatus of more than three centuries, during which
human beings have explored the foundations of matter and natural
processes, we are returning to the humanism that is required for a
firm understanding of design.
Design was not one of the fields institutionalized in our uni-

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 versities following the work of Galileo, Bacon, Newton, Decartes,
and others. The reason is not difficult to discover. As the new liberal
arts of western culture took shape in the fourteenth, fifteenth, and
sixteenth centuries, design was not included, except in the general
work of architecture and the fine arts. Design as we have under-
stood it in the twentieth century was then regarded as a servile
activity, practiced by artisans who possessed practical knowledge
and intuitive abilities but who did not possess the ability to explain
the first principles that guided their work. Newton, for example,
distinguishes the mathematical science of mechanics from practical
mechanics and the manual arts.
In the Battle of the Books, which is an English characteriza-
tion of the long struggle between old and new learning in our
culture, design was clearly part of the old learning. It was "paleo-
teric"-the term that was used to name the old learning. The new
sciences, which promised to put all human understanding and
activity on a firmer footing, were the new learning. They were
"ineoteric," since they addressed new problems in understanding
the world and tended to shape the organization of learning around
such problems. The new learning was theoretical and oriented
towards subject matters, marked off from each other by principles
and causes that were, in a sense, in the nature of Being.
The subsequent unfolding of the new learning is a long and
complicated story, but for our purposes we may observe that theory
was highly prized in the universities, practice was tolerated, and
production or making-the creation of what Bacon calls "artificial
things"-was generally ignored as a subject of learning, except to
the extent that the design of instruments played a greater and
greater role in the investigation of the natural sciences. All that
survived of production or making as a subject of study in the
universities was captured in the literary and fine arts, which were
studied through their results or tangible products as a subject matter
for historical inquiry. In the Renaissance formulation, the results of
design, to the degree that they merited attention, belonged to "belle
lettres and beaux arts." The actual work of fostering natural talent
and teaching individuals how to create was relegated to art schools
and academies, which were first established in Europe in the
sixteenth century, independent of universities. Subsequent art acad-
emies, established from the middle of the eighteenth century, show
a concern for maintaining or raising the intellectual stature of the
visual arts, but the activity remained essentially outside the univer-
sities. Even then, as Sir Joshua Reynolds demonstrates in his
lectures, design was regarded as needing the guidance of the fine
arts of painting and sculpture in order to reach its ends. In his first
discourse, delivered at the opening of the Royal Academy of Art in
1769, Reynolds writes:
An institution like this has often been recommended upon
considerations merely mercantile; but an Academy,

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 founded upon such principles, can never effect even its own
narrow purposes. If it has an origin no higher, no taste can
ever be formed in manufactures; but if the higher Arts of
Design flourish, these inferior ends will be answered of
course.

The legacy of the art schools of design is with us today in the United
Kingdom and in most other parts of the world, though the vision
and effectiveness of these schools in teaching design grows fainter
every year under the need for young designers to have more knowl-
edge and a broader humanistic point of view in order to deal with
the complex problems that they must face in their professional
careers. Fragments of the human power or ability to create have,
indeed, moved into universities in the past century or more, partic-
ularly in the form of engineering, "decision science," and most
recently in the form of computer science. Furthermore, design edu-
cation, too, has begun to find a place in a few universities-and in
some of the leading research universities.
What I want to suggest for this conference is that the discov-
ery of design in the twentieth century is more than a small incre-
mental addition to the tradition of theoretical learning upon which
our universities have been based since the Renaissance. True, design
and its various branches have entered the universities under this
guise, and their practical significance for economic development
and the well-being of citizens may help to account for this develop-
ment in tolerance among those who are committed to the old struc-
ture of universities and the old models of research. After all,
universities had already found ways to accommodate within their
missions the study of Law, Theology and Divinity, and Medicine.
However, the discovery of design is more than this. It is a sign, I
believe, of a new battle of the books in our time: a new round in the
struggle between the old and the new learning in human culture.
The reason for this new battle is evident. While we do not
deny the value and the ongoing benefit of theoretical investigations
of subject matters in the sciences and arts, we also recognize that the
powerful development of this learning has left us in a deeply trou-
bling situation. We possess great knowledge, but the knowledge is
fragmented into so great an array of specializations that we cannot
find connections and integrations that serve human beings either in
their desire to know and understand the world or in their ability to
act knowledgeably and responsibly in practical life. While many
problems remain to be solved in the fields that currently character-
ize the old learning-and we must continue to seek better under-
standing through research in these areas-there are also new
problems that are not well addressed by the old structure of learn-
ing and the old models of research.
It is a great irony that what was once the new learning is
now the old learning, and what was the old learning is now the new

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 learning. For I believe that is what has happened to design; it has
become the new learning of our time, opening a pathway to the
neoteric disciplines that we need if we are to connect and integrate
knowledge from many specializations into productive results for
individual and social life. To be sure, those who practice, study, and
investigate design in the contemporary world are themselves divid-
ed along paleoteric and neoteric lines. Some see no need for design
research, and some see in the problems of design the need for
research that is modeled on the natural sciences or the behavioral
and social sciences as we have known them in the past and perhaps
as they are adjusting to the present. But others see in the problems
of design the need for new kinds of research for which there may
not be entirely useful models in the past-the possibility of a new
kind of knowledge, design knowledge, for which we have no imme-
diate precedents. We face an ongoing debate within our own
community about the role of tradition and innovation in design
thinking.
Without developing this theme further at the moment, I
want to suggest that our discussions of design research hold open
the possibility of a core insight regarding a new kind of university
that is in formation today and that will emerge more clearly in the
next century. The old, venerable universities will remain with us
because they contribute valuable knowledge that must be dissemi-
nated through well-educated individuals. But there may be a new
kind of university that will also have value. It will be a university
that prizes theory but does not disdain practice and does not ignore
the distinct problems of, and the need for substantive knowledge
about, making or production. Making products-and by "product"
I mean a range of phenomena that is very broad, including infor-
mation, artifacts, activities, services, and policies, as well as systems
and environments-is the connective activity that integrates knowl-
edge from many fields for impact on how we live our lives. This
new kind of university-and there may be only a few of them in the
future-will discover a dynamic balance among theory, practice and
production, a balance that we do not now find in the vision of most
universities today.
Rather than elaborate these ideas with the results of my
work in strategic planning for the institution with which I am asso-
ciated-an institution that I regard as one of the emerging neoteric
universities of the United States-I would like to turn to some of the
issues of design research that we are gathered to discuss. In the long
run I believe that discussion of these issues will lead us back to the
nature of universities in the next century, but for now they are issues
within our own community that we must address in order to
advance the understanding of design today.

The Role of Definition in Design

Efforts to establish a new field of learning require a definition of the

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 field, and design is no exception. Unfortunately, our community has
often foundered on the problem of definition. The literature is filled
with contrasting and sometimes contradictory definitions of design,
and efforts to define design have often led to acrimony. I have
watched this struggle unfold, and I am grateful that the disputes
have tended to die down in recent years. There has been an unfor-
tunate misunderstanding about the nature and use of definitions,
and this has caused our discussions to become unproductive and
wasteful of time and energy. Frankly, one of the great strengths of
design is that we have not settled on a single definition. Fields in
which definition is now a settled matter tend to be lethargic, dying,
or dead fields, where inquiry no longer provides challenges to what
is accepted as truth. However, I believe that definitions are critical
for advancing inquiry, and we must face that responsibility regu-
larly in design, even if we discard a definition from time to time and
introduce new ones.
Definitions serve strategic and tactical purposes in inquiry.
They do not settle matters once and for all, as many people seem to
believe they should. Instead, they allow an investigator or a group
of individuals to clarify the direction of their work and move ahead.
There are many kinds of definition, but for present purposes it is
sufficient to identify two kinds: descriptive and formal. Descriptive
definitions tend to identify a single important cause of a subject and
point towards how that cause may be explored in greater depth and
detail, allowing an individual to create connections among matters
that are sometimes not easily connected. When Paul Rand says that
"Design is the creative principle of all art," he identifies individual
creativity as an important or even the essential part of design. When
someone else defines design in terms of the materials employed in
a specialized branch of design-e.g. "graphic design is the presen-
tation of images and words in print"-he or she also identifies an
important or even essential cause of design. Most of the definitions
of design are descriptive definitions, and they are frequently meta-
phoric. They are as varied as the insights of human beings and as
varied as the causes that may account for design. Some speak of the
power of design; other speak of the material constraints; still others
speak of the forms and processes of design and product develop-
ment; and, finally, some speak of the end or purpose of design-as
in Ralph Caplan's definition of design as "making things right." I
find them all fascinating and helpful, because they capture different
perspectives on what is a very difficult subject.
Formal definitions are somewhat different. They tend to
identify several causes and bring them all together in a single bal-
anced formulation. There are fewer formal definitions of design
than descriptive definitions, but formal definitions are also useful.
In Industrial Design, John Heskett provides this formal definition:
"...industrial design is a process of creation, invention and defini-
tion separated from the means of production, involving an eventu-

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 al synthesis of contributory and often conflicting factors into a con-
cept of three-dimensional form, and its material reality, capable of
multiple reproduction by mechanical means." This definition does
not have the clean simplicity and emotional force of a descriptive
definition such as Paul Rand's-and Heskett is no longer entirely
satisfied with it, I am sure. But it served to bring together the sever-
al causes that he wished to investigate in his history of industrial
design. In this sense, a definition, whether formal or descriptive, is
like a hypothesis in research: it gathers together what will be inves-
tigated and sets the relation of causes that will become the themes
of subsequent inquiry.
In my own work I have used both descriptive and formal de-
finitions, as the problem and the occasion have warranted. For this
meeting I would like to present a formal definition of design, be-
cause I am interested in advancing discussion in a field where there
are several important and interconnected causes that are the focus
of diverse kinds of research. I want a balanced formulation that ex-
presses the functional relationships of the many causes that con-
tribute to design. For this purpose I offer the following definition:
"Design is the human power of conceiving, planning, and making
products that serve human beings in the accomplishment of their
individual and collective purposes." Those who are interested in
what are the causes I have identified and seek to relate in this defi-
nition may find it useful to place the separate elements in the con-
text of Aristotelian causes.' I suggest this not because I am par-
ticularly attracted to Aristotelian philosophy, but because Aristotle's
investigation of formal definitions has had great influence through-
out history in establishing the boundaries of fields and relating
many otherwise separate lines of research. "Power" is the efficient
cause or agency of action in design, comparable to Rand's concern
for creativity. It resides in human beings as a natural talent that may
be cultivated and enhanced through education. "Conceiving, plan-
ning, and making" is the final cause, in the sense that it identifies
the sequence of goals towards which design thinking and practice
move. "Products" represent the formal cause, in the sense of the for-
mal outcome of the design process that serves human beings. And
"in the accomplishment of their individual and collective purposes"
represents the material cause of design, in the sense that the subject
matter or scope of application of design is found in the activities,
needs, and aspirations of human beings. The definition suggests
that design is an art of invention and disposition, whose scope is
universal, in the sense that it may be applied for the creation of any
1 For a comparison of this definition with human-made product.
the four causes in the context of
Whether this definition is amicably received-it certainly
Aristotle's Rhetoric, See R. Buchanan,
does not serve the purposes of communication with the general
Design and the New Rhetoric: Productive

Arts in the Philosophy of

public, and I present it here only for those who have practiced and

Culture,"Philosophy and Rhetoric, forth- studied design for a long time-it provides a beginning for under-
coming, 20001. standing design research. I think it provides a way to connect an

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 exceptionally wide array of design research that is now ongoing in
the United Kingdom and in many other parts of the world. While
we investigate design from many perspectives, we are also aware of
the need to integrate our diverse results into a comprehensive
framework that explains the pluralism of inquiry.
However, my goal is not to survey the range or substance of
design research. Instead, I want to focus on one aspect of our field
that I believe has become critical to our explorations of design in
practice and theory. This concerns the nature of a "product." For the
general public and for many of our colleagues in other fields, a
product is usually understood to be a physical object-the result of
industrial design. In contrast, I believe we should regard the chang-
ing meaning of "product" as one of the important features of the
revolution in design that we are now witnessing.

What is a Product?
To understand the changing meaning of "product" in design and
the consequent problems and issues of design practice, design
education, and design research, I have suggested that there are four
orders of design in the twentieth century. Each order is a place for
rethinking and reconceiving the nature of design. The orders are
"places" in the sense of topics for discovery, rather than categories
of fixed meaning. The distinction between a place and a category
may appear subtle, but it is profound. It illustrates what I regard as
a fundamental shift in the intellectual arts that we employ to
explore design in practice and research-a shift from grammar and
logic in the early part of the twentieth century to rhetoric and dialec-
tic. Our early theories of design found expression in grammars and
logics of design thinking, but the new design finds expression in
rhetoric and dialectic. We will not elaborate this distinction further
at present, but its import will soon become apparent.
The first and second orders of design were central in the
establishment of the professions of graphic and industrial design.
Graphic design grew out of a concern for visual symbols, the com-
munication of information in words and images. That the name of
this profession or area of study has changed over the years only
serves to emphasize the focus: it has evolved from graphic design,
to visual communication, to communication design. Initially named
by the medium of print or graphical representation, the introduction
of new media and tools, such as photography, film, television,
sound, motion, and digital expression, has gradually helped us to
recognize that communication is the essence of this branch of
design, independent of the medium in which communication is
presented. There is no comparable evolution in the naming of
industrial design, except that some people refer to "product design"
when they mean the special segment of industrial design concerned
explicitly with the creation of mass-produced consumer goods.
However, industrial design grew out of a concern for tangible, phys-

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 ical artifacts-for material things. In this sense, symbols and things
are what I mean by the focus of first- and second-order design in the
twentieth century.
The process of ordering, disordering, and reordering design
is revolutionary, and I believe we are now in the midst of such a
revolution. Instead of focusing on symbols and things, designers
have turned to two quite different places to create new products
and to reflect on the value of design in our lives. They have turned
to action and environment. The argument for the reordering of design
is simple and clear. It is certainly important that designers know
how to create visual symbols for communication and how to
construct physical artifacts, but unless these become part of the
living experience of human beings, sustaining them in the perfor-
mance of their own actions and experiences, visual symbols and
things have no value or significant meaning. Therefore, we should
consciously consider the possibility that our communications and
constructions are, in some sense, forms of action. This does not deny
the importance of information and physical embodiment, but makes
us more sensitive to how human beings select and use products in
daily life. In fact, from this point of view we may discover aspects
and features of successful products that have eluded us in the past.
Out of such concerns has emerged a new domain of design
thinking and new directions of professional practice. We call this
domain "interaction design" because we are focusing on how
human beings relate to other human beings through the mediating
influence of products. And the products are more than physical
objects. They are experiences or activities or services, all of which
are integrated into a new understanding of what a product is or
could be.
There is a common misunderstanding that interaction design
is concerned fundamentally with the digital medium. It is true that
the new digital products have helped designers focus on interaction
and the experience of human beings as they use products. However,
the concepts of interaction have deep roots in twentieth-century
design thinking and have only recently emerged from the shadow
of our preoccupation with "visual symbols" and "things." As they
have become a growing focus of attention in the design community,
the implications have emerged with force, changing many features
of design practice and design education. This is arguably the center
of design research in the United States today, taking a variety of
forms but always turning toward questions of action. How do we
plan an action, how do we create the concrete form of experience,
and how do we evaluate the consequences of action?
I have also suggested that there is a fourth order of design,
focused on environments and systems. Of course, systems thinking
is nothing new today. Systems have played an important role in
engineering design at least from the nineteenth century-and earlier
in design thinking, if we remember, for example, that the third book

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 of the Principia concerned the "System of the World" and Newton's
views on "universal design." There are important works in more
recent design theory that address problems of systems. What has
changed today is what we mean by a system. The focus is no longer
on material systems-systems of "things"-but on human systems,
the integration of information, physical artifacts, and interactions in
environments of living, working, playing, and learning. I believe
that one of the most significant developments in systems thinking is
the recognition that human beings can never see or experience a
system, yet we know that our lives are strongly influenced by sys-
tems and environments of our own making and by those that nature
provides. By definition, a system is the totality of all that is con-
tained, has been contained, and may yet be contained within it. We
can never see or experience this totality. We can only experience our
personal pathway through a system. And in our effort to navigate
the systems and environments that affect our lives, we create
symbols or representations that attempt to express the idea or
thought that is the organizing principle. The idea or thought that
organizes a system or environment is the focus of fourth-order
design. Like interaction, a new focus on environments and systems
-which are where interactions take place-has strongly affected
design thinking and design research in the United States and in
many other parts of the world.

We are now in the early formative stage of understanding

how third-and fourth-order design will transform the design pro-
fessions and design education, but the beginning has been made. It
is difficult to see how design thinking can go back to its earlier cen-
Figure 1 ters of attention without a sustained period of exploration of inter-
Four Orders of Design actions and environments.

Symbols Things Action Thought

Graphic
Symbols Design

Things Industrial
Design

Interaction
Action Design

Environmental
Thought Design

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 To summarize the key point in our changing conception of
products, it is useful to consider what the old and the new ap-
proaches to design thinking offer us. In design theory of the early
and middle decades of the twentieth century, products were often
understood from an external perspective. By this I mean that the
focus of attention was on the form, function, materials, and manner
of production and use of products. This is why form and function
loomed so large in theoretical discussions of both graphic and
industrial design, and why materials, tools, and techniques figured
so prominently in the early phases of design education, as in the
"preliminary" or "foundation" courses of the Bauhaus and the New
Bauhaus. With the move away from visual symbols and things as
the focus of attention, designers and design theorists have tried to
understand products from the inside-not physically inside, but
inside the experience of the human beings that make and use them
in situated social and cultural environments. While form, function,
materials and manner of production continue to be significant, we
have an opportunity for new understanding through an investiga-
tion of what makes a product useful, usable, and desirable.
Only a moment is required to realize that from an interior
perspective of the experience of human beings, products reveal
many new features and properties that are, at present, only partly
and inadequately understood. Indeed, this change of perspective
also has important consequences for design education, as we turn
away from the "foundation" course and create new introductory
courses that cultivate the new perspective among students. For
example, the school of design of which I am Head abandoned the
"foundation" course nearly ten years ago, in favor of a "first-year"
course that is centered on the human experience in design. Instead
of teaching the materials, tools, and techniques of design as the
primary subject matter, the new course focuses on projects and
problems that are situated within the experience and motivation of
students. Having a reason to design gives focus and purpose to
student development. When a purpose exists, we find it easier then
to introduce materials, tools, and techniques. The "first-year" course
at Carnegie Mellon is grounded in rhetorical purpose, while the
"foundation" course was grounded in the grammar of design. The
relationship of these two approaches is perhaps evident if one
observes that the last chapter of a school grammar book is usually a
chapter devoted to "how to write an essay." In contrast, the last
chapter of a school rhetoric book is a chapter on grammar and style.
The analogy is significant for design education.

The Problem of Design Knowledge

To carry this line of thinking one step further, I would like to turn t
the problem of design knowledge and how design research today is
directed towards new issues and employs new methods. In the
traditional model of design knowledge, there are both analytic and

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 synthetic aspects. The grammar and logic of inquiry focused on an
analysis of the elements of form, function, materials, and manner of
designing, producing, and using-and then on the synthesis of
these elements in the work of the practicing designer. An excellent
example of the sophistication of this approach is Moholy-Nagy's
"Design Potentialities," where he discusses both the analytic and
synthetic dimensions of design, as they were understood in the
1940s.2 For Moholy-Nagy, nature and society provided the sur-
rounding context for design thinking on each element, and he
sketches the areas where further knowledge may contribute to
improved design practice. For example, he discusses how form,
function, and materials imitate or mimic natural processes, with
manner serving as the distinctively human efficient cause that sepa-
rates artificial products from natural products. As brief as his paper
is, it is a valuable sketch of the problems of design research and how
they bear on design practice.

What I believe has changed in our understanding of the

problem of design knowledge is greater recognition of the extent to
which products are situated in the lives of individuals and in soci-
ety and culture. This has given us two areas of exploration that are,
in a sense, mirror images of the same problem. On the one hand, we
are concerned to place products in their situations of use. The prod-
uct then is a negotiation of the intent of the designer and manufac-
turer and the expectations of communities of use. The product is, in
essence, a mediating middle between two complex interests, and the
processes of new product development are explicitly the negotiation
between those interests. Clearly, issues of strategic planning, collab-
orative design, participatory design, and, above all, human-centered
design rise to a new level of intensity, requiring new kinds of
knowledge to effect successful solutions. On the other hand, we are
concerned with the experience that human beings have of prod-
ucts-how they interact with products and how they use products
as a mediating influence in their interactions with other people and
their social and natural environments. This is the interior perspec-
tive on products that I discussed a moment ago. As the following
diagram suggests, the new perspective on products deepens our
concern for, and understanding of, the nature of form.
Rather than investigate form from an external perspective as shape
or visual pattern, we regard form as a synthesis of what is useful,
usable, and desirable-that is, the content and structure of perfor-
mance, human affordances, and product voice. In essence, form
becomes a temporal phenomenon of communication and persua-
sion, as human beings engage with products. Time is clearly one of
the most important features of the new understanding of products.
2 Laszlo Moholy-Nagy, "Design
However, this is such a vast subject that we cannot dwell on the
Potentialities," Moholy-Nagy:

An Anthology, Richard Kostelanetz, ed.

implications at the moment. Instead, we should consider what

(New York: Da Capo Press, Inc., 1991), kinds of knowledge bear on the creation of products that are useful,
81-89.

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Figure 2 Form

Perspectives
the elements
on p
of products

Manner Product Function

Materials

Useful

Internal view:
the form of
product experience

Product

Desirable Usable

Product

Design \

Manufacturer Community of Use

Natural, Social and Cultural Environment

usable, and desirable, because these are the areas of the most intense
design research today in the United States and in other parts of the
world.
Investigation of the useful clearly takes us to problems of the
deepest content and structure of product experience. To be useful, a
product must meet a basic criterion: it must work. "Working" is
partly a problem of engineering or computer science, or a combina-
tion of both, and in this respect designers continue to explore their
relationships with the disciplines that bear on engineering. How-
ever, "working" is more complex in products today, for it is not only
engineering that plays a role but the natural sciences as well. In-
deed, in the new information products there are also many issues of
content that force us to consult with content specialists in many
other fields, including the social sciences, the humanities, and the
arts. Wherever intellectual content is an issue in a product, design-

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 ers must understand how to work with content specialists. In the
past, designers have tended to deny explicit responsibility for con-
tent in their products. Quietly, they have often affected content in
significant ways. In the new circumstances of design, content and
structure have become intertwined in ways that are puzzling and
troubling, requiring further research.
Investigation of the usability of products clearly takes us to
human and cultural factors. In essence, it is not enough that a prod-
uct works; it must also fit the hand and mind of the person who
uses it. Issues of usability are exceptionally complex, and they have
taken designers and design researchers into the behavioral and
social sciences in ways that are unprecedented in our field. What is
perhaps most important to remember as designers move deeper
into the human sciences is that the universal propositions of the
behavioral and social sciences do not lead directly to the specific,
particular features of successful products. There is a profound, irre-
ducible gap between scientific understanding in this area and the
task of the designer. This does not mean that designers may escape
their responsibility of understanding the contributions of the human
sciences to their work. Instead, it focuses one of the problems of
design research: how do designers employ knowledge from the
human sciences to discover specific features of products. In the past,
there was some confidence that the discipline of marketing could
provide the connective link. However, it is increasingly evident that
marketing has been asked to carry too great a burden in the product
development process-a burden beyond the limits of the marketing
discipline. For this reason, the relationship of design and the human
sciences has become a new focus of research and exploration.
Investigation of the desirability of products takes some
researchers back to the fine arts for insights into aesthetic form an
style. However, the desirability of products has proven to be more
complex than it was thought to be in earlier design theory. Aes-
thetics plays a role, but the deeper problem seems to be one of
"identification." What is there in a product that leads someone to
identify with it and want it to be part of his or her life? This is surely
one of the most puzzling and intriguing aspects of design today.
Recent interest in "branding" or product brand identity-the new
effort at transforming the "brand" of the United Kingdom may be
an example of such interest carried to a new level of marketing!-is
a sign of how some researchers and practicing designers are explor-
ing the issue of desirability. However, this area remains one of the
weakest topics of design research today. Clearly, there is a need for
more serious consideration of persuasive communication-what is
properly the issue of "ethos" in classical rhetoric-in successful
products. This is one area where design practice remains far ahead
of design research.
Above all, the investigation of what makes a product useful,
usable, and desirable points toward one final issue that is perhaps

16 Design Issues: Volume 17, Number 4 Autumn 2001

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 the central dilemma of the new design research. What is the nature
of a discipline that brings together knowledge from so many other
disciplines and integrates it for the creation of successful products
that have impact on human life and serve human beings in the
accomplishment of their individual and collective goals? Those
involved in design research are easily drawn into research in other
fields. Indeed, it is tempting to evaluate design research by its con-
tributions to other fields. In design research, however, the central
challenge is to understand how designers may move into other
fields for productive work and then return with results that bear on
the problems of design practice. Design knowledge, it seems to me,
lies in our grasp of the principles and methods of design that allow
this activity to take place and lead to effective products. The alter-
native, common among some design theorists and researchers, is to
believe that design must ultimately be reduced to one or another of
the other disciplines-i.e. cognitive science, engineering, fine art,
anthropology, marketing, and so forth.

Kinds of Design Research

A young field suffers many misunderstandings on the way to intel-
lectual and practical strength. One of these misunderstanding in the
design community is a tendency to think that research means a
single kind of activity. There are, in fact, many kinds of research,
some of which are very familiar to every designer and others of
which are rare and unfamiliar. Since many faculty members in
design schools are wrestling with the problem and are under insti-
tutional pressure to demonstrate that they are "researchers," it may
be useful to review an important distinction that is employed by
universities as well as corporate and governmental funding agen-
cies. From the perspective of the type of problem addressed,
research may be clinical, applied, or basic.
Clinical research is, as the name suggests, directed toward an
individual case. Many forms of clinical research are common in the
design community and they play an important part in design prac-
tice as well as in design education. For example, when a designer
must conceive a new identity for an institution, the search for infor-
mation about the organization is clinical research. Clinical research
focuses on the problem for action that the designer faces. To solve a
particular, individual design problem, it is essential to gather what-
ever information or understanding may be relevant in its solution.
Educators teach their students how to find such information and
how to organize it as part of the design process, leading to a partic-
ular design solution suited to an imaginary or real client.
Clinical research also plays an important role in organized
research activities and programs. In a field such as medicine, clini-
cal research is the investigation of the effects and consequences of a
particular course of treatment. In business, clinical research often
emerges in case studies, where an investigator attempts to observe

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 and record all of the relevant events that have shaped a course of
action or a business decision. Design, too, uses the case study
method, and there are organizations in the United States that
promote the creation and dissemination of case studies as a basis for
understanding a wide range of issues, ranging from branding and
identity systems to new product development. A couple of years
ago, an organization reported that in the Harvard Business School
catalogue of case studies there were fewer than twenty studies of
design in business, among the ten thousand published case studies.
The numbers have changed since then, but there are still very few
case studies of design in the business literature. In contrast, case
studies are more common in design literature. They range in qual-
ity from stories in popular design magazines to serious and
methodical reports in some of the better academic design journals.
The common trait of case studies is that they assemble information
or data that may give insight into problems that reach beyond the
individual case.
In contrast, applied research is directed towards problems
that are discovered in a general class of products or situations. The
goal is not necessarily to discoverfirst principles of explanation but
to discover some principles or even rules-of-thumb that account for
a class of phenomena. For example, Edward Tufte's interesting and
popular books on information design provide rules-of-thumb for
the designer faced with problems of information design-they do
not provide clear principles. Applied research is more common in
design today than it was even thirty years ago. And, of course,
applied research tends to be well-funded and common in disci-
plines such as engineering and computer science. The common trait
of applied research in design is the attempt to gather from many in-
dividual cases a hypothesis or several hypotheses that may explain
how the design of a class of products takes place, the kind of reason-
ing that is effective in design for that class, and so forth. It is system-
atic in its procedures and certainly more rigorous than case studies.
In addition, because applied research lies between clinical research
and basic research, those engaged in applied research are often
conscious of the application of more fundamental principles to in-
vestigate a class of products or activities. The application of a gen-
eral principle is seldom an easy matter, because many other factors,
governed by other principles, may enter into the class of products or
activities that one wishes to study. The kind of understanding that
designers must have in order to work most effectively in concrete
situations usually requires qualification and refinement through
applied research-of the type provided by academic research or of
the type that comes with extensive practical experience gained in
working on many individual design problems.
The third type of research is basic. It is research directed
towards fundamental problems in understanding the principles-
and sometimes the4first principleswhich govern and explain phe-

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 nomena. This is a rare form of research in the design community,
but some does exist as systematic speculation on the nature of
design or as empirical investigation, where the hypothesis is partic-
ularly significant and far-reaching in its implications. In general, this
type of research is associated with design theory, which provides a
foundation for all other activities in design. Furthermore, the devel-
opment of basic research often suggests bridges to other disciplines,
as the problems unfold and become more focused. We suggested
earlier that the origins of modern design research could be traced to
Galileo and Francis Bacon. Galileo's discovery of a theory of motion
from observations of particular cases of design and machine opera-
tions as well as observations of natural phenomena is a demonstra-
tion of how basic research may connect phenomena and fields. We
may well wonder how many other discoveries in the natural and
human sciences emerged from observations of design phenomena.
And we may further wonder why it has taken so long to focus
attention on the nature of design as a discipline that integrates
knowledge for practical action.
To summarize, there are many kinds of research in the
design community today. It is often difficult for designers and
design educators to distinguish these kinds, and this has led to
some confusion about how we should evaluate progress in the field
and uncertainty about how to present our proposals to funding
agencies. Designers are correct in believing that they are quite famil-
iar with research and that research is an essential part of the design
process. However, the type of research that designers and design
educators recognize is usually a form of clinical research, often cut
off from more fundamental applied and basic research. We will do
well to recognize that gathering data and assembling facts is only a
small part of the challenge of research to advance the understand-
ing of design. Applied research is critical to this task, since it seeks
to establish connections among many individual cases. And basic
research is the most difficult and critical to the future of the field,
because it seeks to establish which are the significant facts and
connections in our experience of design.

An Example of Design Research

I would like to conclude with a concrete example of design research
in the United States that may signal the changes that are taking
place in the field of design. My objective is not to report results in
any detail but to point toward the kind of problem and the kind of
institutional arrangements that are emerging. I hope this will have
some relevance to the conference as we discuss experiences in the
United Kingdom.
The example I have selected is a three-year project to investi-
gate "customer-valued quality" in the product development pro-
cess. This work was supported by the National Science Foundation
in the Transformation to Quality Organizations (TQO) Program. The

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 TQO program is particularly interesting because it represents a sig-
nificant investment of private funding along with governmental
funding. In fact, the TQO program is funded more by private indus-
try than by the government-a sure sign of the perceived potential
value of the results. I was a co-principal investigator on this project,
working with colleagues in three other institutions in the United
States.

We were puzzled by the problem of what constitutes value

for the customer when selecting a product and, particularly, how
customer values enter into the product development process. To
address this issue, we investigated a variety of products and, with
the cooperation of several corporate partners and design consultan-
cies, looked closely at the working relationships of industrial
designers and engineers, with some attention to the collaboration of
these groups of professionals with experts in marketing. In the
initial phase of this work we produced a number of case studies of
different kinds of products-in this work, my colleagues in business
schools were invaluable in directing our work and writing the stud-
ies in accord with the standards of business school case studies.
With these results in hand, we then set about the task of inductive
inquiry, seeking common threads in successful product develop-
ment work in each corporation.

The case studies gave us insight into how customer-valued

quality entered into the product development process through
collaborations among engineers and industrial designers, with evi-
dence of a new approach to user observation and user experience.
At first, it was unclear how the new approach was different from
the more traditional influence of marketing in suggesting desirable
product functions and, overall, setting product criteria for the devel-
opment process. We began to observe, however, that marketing
played a somewhat smaller role than we expected. Indeed, we
found that engineers and, particularly, industrial designers went
directly to user observation and interviews with potential users. The
technique was not the classic form of focus group discussion-
though some use of focus groups was made in some cases. Instead,
there were conversations with potential users and, sometimes, the
conversations were shaped around modest product prototypes that
elicited comments and observations.
As we looked at the case studies more closely and discussed
the matter in follow-up conversations, we began to detect a new
stream of thinking and influence in the product development
process. The source appeared to be some form of social science
methodology or methodologies-concepts and methods drawn
from the social sciences, but adapted to the work of product devel-
opment. This attracted our attention and we began to look for more
systematic efforts to introduce this stream into organizations. The
significance of this became quite evident in the second annual
conference that we held in cooperation with our industrial partners

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 and with our collaborating design firms. The focus of this confer-
ence was the "user experience in product development." The pre-
senters from our partners in industry spoke explicitly about the
development of new "usability testing" facilities and contributions
from anthropologists, social psychologists, and others educated in
the social sciences. Indeed, we had begun to anticipate this theme
by inviting representatives from three small design consultancies
that have made "user experience" the focus of their business. These
were consultancies that were, and still are, employed by our major
industrial partners.
It quickly became apparent that we had framed our work
precisely on what is an emerging trend in industrial organizations.
One sign of the timeliness of the meeting was the number of other
corporations that requested permission to send representatives to
the conference-purposely to discuss concepts and methods of
exploring "user experience." From the perspective of our work on
the project at Carnegie Mellon University, the most significant out-
come of the conference was an overview of what appear to be three
major approaches to bringing social science insights to bear in
developing new products. Each approach was represented in sharp
profile by one of the small design consultancies that participated in
our conference. Furthermore, these approaches had their counter-
parts within the large corporations, in new or relatively new "user
testing," "usability testing," or "user experience" groups comprised
primarily of social scientists.
The second significant outcome of the conference was the
identification of a distinct "gap" between the general insights of
social scientists and the specific work of designers (engineering and
industrial). As our discussions at the conference and in subsequent
interviews revealed, the emerging problem is how to transfer or
translate the general insights of social science into product features.
The gap is large, and all parties were exploring different methods
for bringing the insights to bear in actual product development.
Thus, our work on the grant focused on these two points:
alternative approaches to exploring "user experience" and alterna-
tive methods or techniques of crossing the gap. We developed a
conceptual framework for the alternative approaches. Then, we be-
gan a series of interviews with individuals in corporations and the
new design consultancies, with the goal of characterizing and
assessing different approaches. For example, we interviewed Gary
Waymire from GVO, Mark Dawson from Hauser, Gianfranco
Zacchai from Design Continuum, Rick Robinson from e-Lab, and
Christine Riley from Intel. Our interviews followed a pre-deter-
mined set of questions, intended to draw out both conceptual and
practical features of the new dimension in product development.
This work has formed the core of a master's thesis by Neil
Wherle, a student in the Interaction Design program of the School
of Design at Carnegie Mellon. His work speaks to the new dimen-

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 sion in product development, the new kinds of design firms that
have come into being to carry out this work, the new groups within
corporations that are pursuing similar ends, and, finally, the impli-
cations that this development may have on the matter of customer-
valued quality in new product development. The work associated
with this thesis was part of a broader effort to develop a model of
product development in which "quality" is reinterpreted as an issue
in design. Design theory has tended to focus on the decision-
making processes in the creation of artifacts, with too little attention
to the sources of innovation that come from user observation. In a
sense, the discipline of marketing may have been asked to carry too
great a burden in supporting the product development process. The
new focus on "user experience" points toward other sources of in-
sight that may enrich the contribution of marketing without re-
ducing customer-valued quality to the outcome of classic marketing
methodologies.
To me, this project is an example of applied design research,
because it was directed towards a general class of phenomena in the
product development process. However, I believe it also demon-
strates how such research connects back to clinical research for rele-
vant data-evident in the case studies that we produced in the early
phase-and to basic research. The connection to basic research is
perhaps evident only to this degree: work on this project has helped
to identify problems for inquiry that have become one area of
concentration in a new doctoral program in the School of Design at
Carnegie Mellon. It is too early to tell whether work in this area of
doctoral inquiry will involve basic design research, but the forma-
tion of a broader design theory is clearly one of our goals.
Of course, this project is not the only element in shaping the
direction of the new doctorate. Ten years of experience in what we
call "integrated product development," involving collaboration
with faculty from engineering and marketing in an experimental
studio course has played a critical role. So, too, has our ongoing
work with the Human-Computer Interaction Institute, with faculty
from the School of Computer Science, the School of Design, and
departments of behavioral and social sciences. But the NSF project
was a decisive event in demonstrating the ability of design research
to identify and even anticipate emerging trends in the design
professions and contribute to their understanding. Perhaps I should
add that comparable experiences in other areas have led us to focus
our doctoral program on four interrelated areas of concentration:
Design Theory, Interaction Design, Typography and Information
Design, and New Product Development. I will not explain the ratio-
nale for these areas or the specific issues that we expect to address
3 "Doctoral Education in Design:
in design research, but this is where design research at Carnegie
Proceedings of the Ohio Conference,
Mellon is headed.
October 8-11, 1998" is available from
the School of Design at Carnegie Mellon
University.

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 Future Directions: Doctoral Education in Design

As our experience at Carnegie Mellon suggests, doctoral education

in design will grow significantly in the future. It is already evident
in the United Kingdom and in many other countries around the
world. For this reason, I would like to conclude with a brief report
on an international conference that was held in October 1998 in the
United States. The theme of the conference was "Doctoral Education
in Design," and the meeting was sponsored by the School of Design
at Carnegie Mellon, the Ohio State University, and the journal
Design Issues.3
While doctoral programs in design have existed for several
decades at various institutions around the world, it is apparent that
doctoral education is still in a formative stage. Nonetheless, a
community of inquiry has formed in the field of design and is
moving ahead to consolidate what is known about the field in its
most sophisticated and well-grounded form and to prepare re-
searchers and educators who will expand that knowledge through
original inquiry. I will not try to summarize the discussions, except
to say that they were wide ranging and some of the most interesting
that I have encountered in the design community in the past
decade. The issues included some of the most difficult in our field
today, ranging from the relationship between research and design
practice to the nature of design knowledge and the influence of
national policy on the direction of doctoral programs.
Behind the discussions, however, were fundamental differ-
ences of philosophic perspective and vision. The diversity was
impressive, as was the determination of all participants to avoid
narrow ideological disputes. The conference gave me confidence
that design has reached a watershed moment in its development as
a field of inquiry. We may not see major consequences from the
development of design research in doctoral programs for some
period of time, but there will be consequences, affecting design
practice as well as design education. The changes will come sooner
than many believe. This is why I believe our conference today, at the
London Design Council, is important. As we discuss the design of
research and the problems of investigating design, we are preparing
for a new time in the field. Personally, I am less concerned about
how we, as individual faculty members, will fare in the future than
in how we will prepare a new generation of students who will
understand the legacy of design and rise to the challenge of the new
learning.

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