ERIC Number: EJ1187477
Record Type: Journal
Publication Date: 2018-Aug
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1476-8062
EISSN: N/A
An Evaluation of Oral Presentation Competency in Interior Design Education
Hynes, Wendy; Kwon, Hyun Joo
International Journal of Art & Design Education, v37 n3 p387-398 Aug 2018
As digital modelling programmes become increasingly prevalent in interior design education, there is concern that graduates are entering the workforce relying too much on strong graphic presentation skills while lacking the basic ability to speak about design. This study explores the gap between practitioners' perceptions of importance regarding oral presentation competency and students' perceptions of their oral presentation performances. Additionally, the study explores correlations between in-class activities and students' perceptions of their oral presentation competency. Mixed-methods of investigation include a Delphi study with a panel of interior design practitioners and a survey questionnaire of both practitioners (n = 102) and currently active interior design students (n = 91) in the USA. An Importance-Performance framework is employed for comparison. Results identify performance criteria for evaluating oral presentation competency and indicate variances between students' perceptions of their performance and industry perceptions of importance. Furthermore, students' in-class activities including studio critiques and written peer assessments show significant correlation with student oral presentation performance indicating activities already frequently incorporated into a design curriculum may have a greater impact on improving performance than specific oral presentation instruction alone.
Descriptors: Interior Design, Art Education, Public Speaking, College Students, Class Activities, Student Attitudes, Communication Skills, Evaluation Criteria, Professional Personnel, Attitudes
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A