An Evaluation of Oral Presentation Competency in Interior Design Education

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 pra...

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Bibliographic Details
Published in:The international journal of art & design education 2018-08, Vol.37 (3), p.387-398
Main Authors: Hynes, Wendy, Kwon, Hyun Joo
Format: Article
Language:English
Subjects:
Art Education
Attitudes
Class Activities
College Students
Communication
Communication Skills
Competence
Contests
Delphi Technique
Education
Evaluation Criteria
Importance‐Performance framework
Interior Design
interior design education
Mixed methods research
mixed‐method
oral presentation
Professional Personnel
Public Speaking
Student Attitudes
Students
Talent management
Verbal communication
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Summary: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.
ISSN:1476-8062
1476-8070
DOI:10.1111/jade.12134