16 DESIGN DRIVEN RESEARCH

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1 16 DESIGN DRIVEN RESEARCH JACK BREEN The potentil for design driven reserch in cdemic environments is exmined. In this context lessons might be lerned from eductionl exercises with designerly pproch nd presenttions stimulting discovery through systemtic comprison. On the bsis of previous experiences with design nd workshops, eight types of design driven composition composition reserch re identified, divided into two min clusters. The pproches vry, from more or less fmilir forms of design reserch to more specultive pproches, involving design(erly) ctivity s integrl prt of the reserch method DESIGN DRIVEN RESEARCH APPROACHES Wht might be the opportunities for design driven reserch? Cn ctive designerly enquiry be mde instrumentl in design eduction nd reserch? In which wys might ctivities, integrted in n cdemic eductionl environment, led to convincing reserch products? It hs been rgued tht in rchitecturl reserch there is need for reserchers to operte in systemtic nd methodiclly sound wy: stndrd procedure in trditionl forms of nlyticl or comprtive reserch, but perhps of even greter importnce in projects wishing to incorporte explortive forms of designerly enquiry s prt of the working method. The sme cn be sid for eduction, whereby clerly constructed pedgogic frmework is essentil. Theme-bsed teching forms cn stimulte experimenttion nd discovery nd led in turn to vluble - identifible - insights for the students, but cn lso produce results contributing to insights on higher level Design driven reserch pproches Elementry reserch ctegories Design driven composition reserch Design ctivity driven reserch Sub cluster 1A: Design process driven reserch Sub cluster 1B: Design(erly) workshop driven reserch Design rtefct driven reserch Sub cluster 2A: Design result driven reserch Sub cluster 2B: Design(erly) enquiry driven reserch Perspectives 146 In design prctice the working methods s such re generlly considered of less importnce thn the design product nd its qulities. However, in reserch sound, trnsprent method is essentil in order to judge the result nd thereby scertin vlidity of the reserch outcome. Although differences between design nd reserch might suggest tht the two domins of intellectul endevour re intrinsiclly different nd tht these differences cnnot be resolved (s is regulrly suggested), it should be recognised tht there is need for more methodicl inter-ction between the two fields, prticulrly within cdemic environments. Although in design the evolvement of new ides nd insights is often unpredictble nd decision-mking reltively intuitive, working methods re generlly fr more systemtic nd methodicl thn they re often mde to pper. Similrly, inquisitive reserch does not blindly follow pre-conceived pths. The resercher like the designer - is lso dependent on ides nd hunches, conceptul shifts nd shortcuts which my led to useful surprises. An undertking involving the tking of risks nd of recognising vluble - intermedite - insights. Designerly enquiry both s subject of study nd s potentil reserch ctivity deserves to be recognised s one fundmentl constituent of intelligent design driven reserch. How should design driven reserch projects be orgnised? The most scientific pproch would be one whereby trgets nd course of ction re clerly specified beforehnd, llowing for systemtic evlution of outcomes nd the drwing up of unmbiguous conclusions. One possibility is to study results fterwrds. This mens tht relevnt themes need to be identified on the bsis of design results nd reltionships nd effects of these re exmined nd explined. Such result bsed reserch cn be structured methodiclly by introducing n underlying order beforehnd, for exmple by plcing binding themes or groups of relted constrints, fcilitting systemtic description, comprison nd evlution of results fterwrds. As with design tsk, in design reserch it is importnt to specify clerly wht it is the study is trying to solve, discover or clrify beforehnd. However, it is not lwys possible to nrrow down nd define from the outset precisely wht is investigted nd wht the best DESIGN DRIVEN RESEARCH 137

2 pproch ought to be. More often thn not, design reserchers re confronted with complex knot of different fctors, simultneously t ply nd not esily disentngled. In mny cses ctully unrvelling underlying, inter-relted themes nd their reltive mening within the overll composition (including potentil dominnce of specific ctors ) proves to be the primry spirtion of design reserch undertking. In order to cquire cler understnding concerning the questions reserch is ttempting to nswer or to mke more trnsprent, it is, therefore, often worthwhile crrying out preliminry investigtions, before determining trgets, sttus nd methods of project s whole. On the bsis of such explortive studies the issues nd course of ction cn be clerly defined; hypotheses determined, nd methodologicl pproch to empiricl study specified ELEMENTARY RESEARCH CATEGORIES By determining the methodologicl design for project it should be mde cler wht the gols of reserch itinerry re nd wht type of reserch is crried out. In this respect the empiricl cycle of reserch remins the essentil point of reference to determine the sttus of reserch project. In the following scheme n overview is given of the three principl forms of reserch (fter Brd nd De Goede).. Descriptive reserch Descriptive reserch is commonly used form of design reserch: n effective pproch when it is the intention of the resercher to give systemtic explntion of one or more rtefcts, or to give n in-depth ccount of underlying developments nd bckgrounds. This method generlly involves study nd nlysis of source mteril nd nlysis nd documenttion of design products nd process dt. This usully does not involve the conception or empiricl testing of hypotheses. b. Explortive reserch: If the wht, how nd why questions re centrl to reserch, we my spek of explortive reserch. This type cn be considered n intermedite form, between descriptive reserch nd empiricl reserch, with links in both directions. The point of deprture is usully set of notions or ssumptions. The im is to crete insights: to identify, define nd illustrte relevnt phenomen, to explin specific chrcteristics nd effects nd (inter)reltionships. The im of such n pproch is generlly to formulte hypotheses, leding to more focused, empiricl reserch. Brd, D.B. nd M.P.M. de Goede (2001) Bsisboek methoden en technieken. c. Empiricl reserch: In empiricl reserch the tsk is essentilly to see if certin, previously determined, hypotheses re correct. This usully involves creting more or less experimentl conditions, with cler methodologicl design nd systemtic evlution nd interprettion of dt. Even if there is no coherent theoreticl frmework there still might be empiricl reserch, for instnce if the intention is primrily to show predicted effect. In such cse Brd nd de Goede suggest it might be better to spek of evlution reserch. In design driven reserch projects s in ll reserch undertking it is necessry to specify wht it is tht is the subject of scrutiny nd to determine long wht lines the reserch will be crried out. Is the object of study prticulr design or collection of designs, possibly belonging to n individul oeuvre or movement? Are different designs or design spects to be compred systemticlly in cse study? A reserch project my focus on existing design results s given sitution which my be described nd nlysed - or on dt from design process which my be interpreted in reltion to wht design hs become or might hve become, possibly involving more ctive, designerly pproch. On the other hnd, design inititives like competitions or group workshops my be tken s point of deprture for explortive, or empiricl reserch. 138 WAYS TO STUDY AND RESEARCH

3 16.3 DESIGN DRIVEN COMPOSITION RESEARCH There re numerous wys in which designs or design processes occsion cdemic reserch projects. In the following section typologicl frmework for design driven reserch ventures is constructed. On one side of the spectrum, design ctivity my be incorported into the development of technicl pplictions or product innovtion. Such n pproch is similr to the prctice of reserch nd development (R&D) common in industry. Such development reserch plys meningful rôle within technicl university environments nd might be expected to be stimulted nd promoted in eduction. On the other side, we find the kind of reserch whose primry im is to explin implictions of design interventions. The focus my be for instnce functionl, ergonomic, psychologicl, societl or philosophicl. Such reserch generlly views design results nd processes from certin distnce nd mkes use of proven methods linked to cknowledged empiricl cycles of reserch. The results my often led to vluble insights, but re not lwys held in high esteem by design prctitioners nd teching stff. Between these poles the endevour of design composition my be considered the issue of reserch. Composition reserch cn involve conception nd perception of the overll design nd its constituting prts. It my be concerned with the workings of design results, but lso with the methods of design, including utilistion nd effectivity of design medi in the development process. The following typologicl overview is divided into two min clusters of - design driven - reserch pproches. In the first the design process is mde instrumentl, in the second cluster it is the design results (rtefcts nd design dt) which form the hub of reserch. Ech cluster is sub-divided into two sub clusters (A nd B), ech consisting of two pproches, whereby A indictes more or less fmilir reserch types, with specific merits but lso shortcomings, nd B denotes somewht less proven, but potentilly innovtive reserch procedures, with reltively more emphsis on designerly methods of enquiry. DESIGN DRIVEN RESEARCH Cluster 1: Design ctivity driven reserch Sub cluster 1A: Design process driven reserch I: Individul process bsed reserch - descriptive / explortive II: Themtic process bsed reserch - descriptive / explortive Sub cluster 1B: Design(erly) workshop driven reserch III: Design workshop bsed reserch - descriptive / explortive IV Designerly workshop bsed reserch - explortive / empiricl Cluster 2: Design rtefct driven reserch Sub cluster 2A: Design result driven reserch V: Individul result bsed reserch - descriptive / explortive VI: Comprtive result bsed reserch - descriptive / explortive Sub cluster 2B: Design(erly) enquiry driven reserch VII: Design dt comprison bsed reserch - descriptive / explortive VIII: Designerly interprettion bsed reserch - explortive / empiricl b An interesting exmple of recent Development Reserch t the TU Delft Fculty of Architecture concerns the development of new forms of structurl glzing nd fçde systems for twisted building volumes. Vollers, K. (2001) Twist & Build, creting non-orthogonl rchitecture. A previous ttempt by the uthor to identify relevnt reserch trjectories cme to six types, divided into three clusters: Breen, J.L.H. (2000) Towrds Designerly Reserch Methods, n explortion of design-oriented reserch pproches. 122 Typologicl overview of design driven composition reserch pproches DESIGN DRIVEN RESEARCH 139

4 The exmples put forwrd s indictive of these eight pproches re mostly tken from reserch inititives t the TU Delft Architecture Fculty DESIGN ACTIVITY DRIVEN RESEARCH In the first ctegory the design process is dominnt nd forms continuous line from the beginning to the end of the reserch, which is, s it were, constructed round the design s development. Generlly speking there is notion of the reserch mbitions from the outset. To lrge extent the development process cn be monitored. As such, projects of this nture cn be sid to be process driven nd the design results t lest to some extent constitute prt of the reserch output. The content of the reserch ctivity is lrgely determined one might sy initited by the designerly serch of individuls or groups of designers. The extent to which the designs reflected upon re let through into the reserch project s outcome cn vry from integrl, brod representtion of designs generted in the process (A) to projects with more rigorous form of scrutiny, filtering nd selection of items which re t ply (B). The design projects which re the subject of study my come from prctice (for instnce from competitions) or from eduction. Aprt from following design processes nd their results from reltively sfe distnce, it is possible to crete gme-like situtions with pre-set specific tsks nd constrints, creting design lbortory sitution SUB CLUSTER 1A: DESIGN PROCESS DRIVEN RESEARCH Type I: Individul design bsed reserch In principle, the inititive lies with designer or design tem. The design process is documented conscientiously for the benefit of study, whereby design sketches nd development models, interim options nd results, my be used to illustrte nd motivte the finl product nd plce it in broder perspective. The process my be situted in prctice with the intention of the plns being relised but simultneously being developed in view of its reserch potentil. Such n pproch runs the serious risk of lck of objectivity. If the designer - t the sme time plying the rôle of resercher (sometimes supported by ghost-writer ) - is not ble to keep certin distnce, there is dnger tht theory is confused with design doctrine, leding to indiscriminte promotion of personl convictions nd fscintions. Without sufficient criticl considertion, the result my soon resemble n office documenttion thn serious reserch product. Nonetheless, such pproches cn be vluble, becuse they offer insights into the domin of design decision-mking nd often ply meningful rôle in design eduction. Exmples of such design bsed reserch in which design ctivity is used s vehicle nd reference point for broder design reflections my be found in the work of Hertzberger nd Holl b, nd to certin extent in tht of OMA nd MVRDV. 123 Legend, symbols used in schemes of design driven reserch types 124 Type I: Individul design bsed reserch b Hertzberger, H. (1991) Lessons for students in rchitecture; Hertzberger, H. (2000) Spce nd the rchitect: lessons in rchitecture 2. Holl, S. (1996) Intertwining; Holl, S. (2000) Prllx. 140 WAYS TO STUDY AND RESEARCH

5 Type II: Design project bsed reserch Design projects involving number of designers cn form the bsis for design reserch. Such collective ctivities, with set of pre-determined guidelines concerning context, progrmme nd tsk cn led to vriety of results. These cn, nonetheless, be compred reltively systemticlly, if there re pre-determined, binding themes. Exmples of such inititives cn come from design competitions mongst professionls, but lso from design projects in n eductionl setting, like themtic diplom projects. Frequently, the design results from such projects re presented s n integrl prt of the reserch output. In some cses ll projects re included in publictions with reserch mbition, regrdless of their qulities. On the other hnd, selection my hve been mde by professionl jury, rther thn by the reserchers. Such reserch often tends to focus on the undertking s whole nd to highlight prticulr themes nd culturl developments, rther thn offering systemtic nlysis of the outcomes. The clerer the formt of the exercise, the more methodicl such n evlution cn become. In mny cses the reserch outcome remins primrily descriptive. However, if mbitions nd expecttions concerning wht it is tht he project is intended to ddress re specified clerly beforehnd, such n pproch cn led to explortive reserch, nd potentilly even to hypothesis bsed empiricl reserch. Exmples of this pproch re the reserch outcomes of the Architectonic Intervention progrmme bsed on themtic diplom projects t the TU Delft Architecture Fculty. 125 Type II: Design project bsed reserch 16.6 SUB CLUSTER 1B: DESIGN(ERLY) WORKSHOP DRIVEN RESEARCH Type III: Design workshop bsed reserch There re similrities between design workshop bsed reserch nd type II. However, in this cse the design process plys different rôle nd evlution nd selection hs more prominence. In this context workshop indictes collective project whereby there is more thn loose binding theme; it mens tht ll prticipnts re fcing precisely the sme tsk. The workshop project sets certin rules, there is cler progrmme (indicting wht nd even wht is not expected) nd limittions how fr the complexity of the tsk goes (constrints). The ide of such set-up is tht by reducing complexity, the design work my ttin certin depth, rther thn width. In ddition, by setting ll prticipnts n identicl tsk, the results should become comprble. The experience is tht such n pproch does not led to identicl results, but on the contrry, to wide rnge of vried results. From such collection insights my be gthered concerning relevnt design themes, recurring motives nd the effects of structurl nd compositionl vrition. In this cse the (cdemic) design environment is used to lern bout design ttitudes nd methods. The rôle of the inititors is curtorship, the procedure is primrily explor- For summry of the Architecturl Intervention progrmme nd its results, see: Klsen, I.T. (2001) The Architecturl Intervention ( DESIGN DRIVEN RESEARCH 141

6 tive. Design products re not considered reserch products (except of course in the light of the individul designerly reserch of the prticipnts nd their lerning processes), but collection of rtefcts to be nlysed nd compred (nd with other design precedents) for the benefit of reserch. Exmples of design driven projects in n eductionl setting re Form Studies / Medi Studies workshops t the TU Delft Architecture fculty. 126 Type III: Design workshop bsed reserch Type IV: Designerly workshop bsed reserch In designerly workshop projects the methods indicted in type III re tken step further. In this cse it is not mtter of lerning bout compositionl qulities of designs fterwrds, but to trget prticulr issues of interest nd infuse these into workshop projects with ctive designerly enquiry by the prticipnts. This mens tht workshop is set up consciously s n experimentl, simulted working environment. The tsks my be orgnised reltively loosely; s in pilot study in order to explore procedures nd gther informtion. On the other hnd, more strictly orgnised reserch construct cn be set up, for the benefit of empiricl study, with clerly defined expecttions lid down in working hypotheses, to be tested within the workshop environment. The process cn be monitored in different phses of development. In such cse gme sitution with pre-conceived rules, constrints nd formts my prove beneficil for reserch, creting pltform for systemtic comprison of (intermedite) results nd in-depth nlyses. Such n experimentl pproch my trget on compositionl themes, but lso focus on more methodicl issues, like the influence of different (combintions of) design medi. In principle, such n pproch involves setting design tsks, but could lso in principle involve group driven designerly studies, s indicted in type VIII. In the course of the Dynmic Perspective reserch project, the Delft Medi Group hs been working on wys to develop such types of workshop bsed empiricl reserch. Exmples of pilot studies re the Img(in)ing study nd the Imging Imgintion EAEA conference workshop. b 127 Type IV: Designerly workshop bsed reserch Aprt from the series The Tble / The Bench / The Bridge: Breen, J.L.H. (1996) Lerning from the (in)visible city, design medi experiments in n eductionl setting; Breen, J.L.H. (1998) Lerning from the (in)visible city, design medi experiments in n eductionl setting. 142 WAYS TO STUDY AND RESEARCH

7 16.7 DESIGN ARTEFACT DRIVEN RESEARCH In the second ctegory the outcomes of design ctivity re centrl to the reserch undertking. The reserch inititive is primrily concentrted on this product of the design process (with not lwys very cler line of development). Generlly speking, the design s development cnnot be monitored or re-constructed conclusively on bsis of the process dt. The subject nd form of such reserch my vry. The bsis cn consist of one specific design but cn lso be concise collection of designs. The method my involve design result nlysis, possibly involving relevnt references or even comprtive studies (A) on the bsis of results. Alterntely, reserchers my ttempt to get behind the implictions nd workings of design rtefcts by studying intermedite design dt or even by constructing lternte design options in order to throw light on wht design hs become through systemtic simultions of wht it might lso hve become (B). The subject mtter of such reserch my be expected to come from design prctice. The rtefcts cn vry from emblemtic, historic precedents to contemporry products, which my even include designs creted in n eductionl setting. The reserch output cn be descriptive, illustrting nd communicting the qulities of rtefcts considered worthy of study, but might lso more explortive, with the intention of discovering more generl truths concerning (spects of) design culture, composition nd perception SUB CLUSTER 2A: DESIGN RESULT DRIVEN RESEARCH Type V: Individul design bsed reserch A reltively fmilir form of rchitecturl reserch, whereby the results of design processes usully form the deprture for detiled, methodicl evlution. The subject might be relised building or ensemble, but lso collection of design dt (drwings, models, written informtion), referring to project not (yet) relised. The method of study usully mounts to nlyticl evlution nd descriptive documenttion of the design rtefct, lthough the resercher my try to work bck through the design dt in such wy tht light my be thrown on how design decisions or working methods hve fundmentlly influenced the design result. Another method is to plce design in prticulr context, by compring it to precedents, or through cross-referencing (with designs from the sme period or with other designs from the sme designer or movement). In such reserch the definitive design result is usully the dominnt fctor, whereby the decision-mking process is of secondry importnce. The pproch is primrily descriptive, intending to uncover relevnt bckground informtion nd to offer insights into compositionl qulities nd culturl or historic importnce of the product studied. As such, the reserch tends to focus on rtefcts considered worthy of mention in the context of contemporry debte. It is importnt to define beforehnd where the emphsis should lie, wht the reference points of the study re to be in order to crete conditions for objective reflection. If this is not the cse, the work my be tken s journlism rther thn s scholrly undertking. There re mny studies of this sort crried out nd published, frequently in border zones of cdemic enquiry nd descriptive reporting. 128 Type V: Individul design bsed reserch b Does, J. vn der nd H. Giró (1999) Img(in)ing, fresh look t design, presenttion en communiction. Breen, J.L.H. nd M. Stellingwerff (1998) Imging Imgintion, exploring the impct of dynmic visulistion techniques in the design of the public relm: results of the EAEA Conference workshop. DESIGN DRIVEN RESEARCH 143

8 Type VI: Comprtive design bsed reserch An pproch with distinct similrities to type V. However, in this type of rchitecturl reserch the design cses studied re usully grouped nd juxtposed in such wy tht they my (be expected to) throw light on ech other, to offer insights concerning chrcteristic nlogies, s well s crucil differences between the objects of study. Cse bsed studies re n efficient wy to study compositionl spects of rchitecturl rtefcts. Explortion of design spects of such collections of projects or oeuvres cn shed light on underlying themes nd convictions nd the effects of different rchitecturl design interventions. Such nlyticl, comprtive reserch, on bsis of built environments nd design documents, tends to be explortive in nture, involving not only description of wht there is, but lso identifiction of distinguishing consistencies nd ptterns in vrition. The formt of output my influence working methods. For instnce: n exposition formt my be chosen, in order to llow viewers to mke their own comprisons. This mens tht the mteril is to be ordered nd visulised in such wy tht it will fcilitte such mentl ctivity. Aprt from fmilir descriptive methods, more designerly pproches my be employed, for instnce by mking new drwings, schemes nd models on the bsis of existing rtefcts. This cn be instrumentl in communicting results to others, but cn lso contribute to discoveries in the context of the reserch process itself. An exmple of study involving unbised investigtion nd documenttion of rtefcts by groups of students ws the Rumpln versus Pln Libre project, comprtive study focusing on the design modes of Loos nd Le Corbusier. 129 Type VI: Comprtive design bsed reserch Risseld, M. (1988) Rumpln versus Pln Libre: Adolf Loos nd Le Corbusier SUB CLUSTER 2B: DESIGN(ERLY) ENQUIRY DRIVEN RESEARCH Type VII: Design document bsed reserch In document bsed reserch it is not only the end result tht counts (lthough it is obviously tken into considertion), but lso the overll design process leding up to the finl product explored. This my be done in order to dd to the body of knowledge concerning the rtefct(s) in question, but in ddition cn shed light on designer s design motives, ttitudes or methods. The reserch my lso hve more generl mbition, like identifying representtive design phenomen nd their effects. The subject of study could be specific design rtefct but lso collection of designs with some identifible reltionship. There re prllels between this type of pproch nd type VI. Aprt from being descriptive, such reserch cn often be sid to be explortive. The process involves reconstructing design choices from dt which my not lwys be consistent. An exmple: definitive design drwing which does not correlte with photogrphs of (possibly demolished) relised building. The interprettion of design intentions nd the effects of design options nd solutions require detective spirit, the resercher ttempting to uncover wht is behind the event of the design in rtionl wy. Specific ims nd methods my vry per project. It my be necessry to fill in the gps nd possibly even to extrpolte design developments on the bsis of existing dt. Alterntely, the strting point might be n ltered building, whereby the tsk is to reconstruct the design virtully s it once ws - or ws intended to be. 144 WAYS TO STUDY AND RESEARCH

9 Reserch on the bsis of design dt is reltively fmilir. An exmple of n exercise involving ctive interprettion by students ws the Un-built Loos project t the TU Delft s Architecture Fculty. The tsk ws to complete house designs by Adolf Loos which hd never been built (like sking music students to complete n unfinished symphony). This potentilly innovtive project deserves to be worked out more convincingly nd documented more systemticlly. A recent exmple of document driven reserch project ws the interntionl Mel nikov study, in which the use of sptil models plyed n importnt rôle. b 130 Type VII: Design document bsed reserch Type VIII: Designerly interprettion bsed reserch Designerly interprettion provides opportunities for bringing together reserch mbitions nd design expertise present in the profession (nd to certin extent in the design eduction environment). The underlying motives nd mbitions of such reserch re to discover more bout specific designs or the science of design (which does not necessrily imply considering design s science). Such reserch, involving designerly interprettion lso clls for detective ttitude nd s such there re distinct prllels with type VII. However, in this type of study the resercher generlly hs less informtion to go on. Such lck of clues mens tht clues need to be constructed, llowing design considertions to be plyed bck nd forth in kind of mentl experiment. The resercher my tke design perspective, using designerly modes of enquiry to get under the skin of the design project. In this wy the resercher (or designers invited to tke prt in the reserch project) cn generte simulted design options, in order to identify nd clrify spects of rel design results. Such designerly vritions my be developed nd compred with the ctul result in reltively systemtic wy in interprettive cycles involving: designerly orienttion, vrition, evlution nd expliction. For this to be possible, methodicl frmework needs to be constructed beforehnd nd the design spects to be ddressed need to be identified nd defined. As lwys in result driven reserch, such interprettive projects should not strt from scrtch. The bsis my consist of one or more design precedents, which will be explored using the working methods of designers within methodiclly trnsprent reserch construct. Such n pproch does not hve to stnd on its own. Combintions re conceivble, such s with type VI (by tking group of design results s strting point involving cross referencing nd comprison) or with type VII (by combining existing informtion with constructed informtion. More plyers cn be involved, s in type IV. In ddition, different combintions of design medi cn be used. Such reserch is primrily explortive - nd will often be crried out in combintion with methods mentioned erlier - but empiricl reserch on the bsis of hypotheses is conceivble. Although this pproch is still reltively specultive, it deserves to be developed further, s it potentilly builds bridge between the empiricl pproch of scientific reserch nd the expertise present in the domin of design (in prctice nd in eduction). 131 VIII: Designerly interprettion bsed reserch b Sriste, R., M.J.M. Kinderdijk et l. (1992) Nooit gebouwd Loos; plnnenmp vn huizen ooit door Adolf Loos ontworpen nu door studenten uitgewerkt. Meriggi, M., M. Fosso et l. (2000) Konstntin Mel nikov nd the construction of Moscow. For n impression of the reserch process, see: Mácel, O. nd R. Nottrot (2001) Leningrdsky Prvd, DESIGN DRIVEN RESEARCH 145

10 16.10 PERSPECTIVES If we wish to extend the rnge of design orientted reserch, other methods hve to be found - or developed - doing justice to the cretive vrition chrcteristic for rchitecturl composition. New opportunities for innovtive nd imgintive design reserch my be offered by integrting ctive forms of designerly enquiry into reserch. Designerly working methods cn crete new opportunities for rchitecturl nd environmentl design reserch. The experiences in eductionl settings nd explortive workshop projects mentioned my give n indiction of the types of design driven trjectories to be explored nd pursued further. The methodologicl component of design driven reserch projects should not be under-estimted. If results re to stnd up to scrutiny by reserchers from other disciplines, reserch by design projects will need to be logiclly nd trnsprently constructed, s well s clerly nd consistently reported. A gret del my be lerned from existing empiricl reserch methods. The chllenge fcing reserchers of design ought to be to employ existing design knowledge nd experience whilst creting new designs for imgintive nd innovtive reserch. 146 WAYS TO STUDY AND RESEARCH