Professional Viewpoints Of Competenciesfor Interior

Design Entry-LevelPositions
Patricia J. Hernecheck
Kathryn D. Rettig
Michael f? Sherman
School of Human Resources and Family Study
University of Illinois at Urbana-Champaign, Urbana, Illinois
zyxw
zyxw
zyxwvutsrqpon
zyxwvutsrqpo
zyxwvutsrq
The auth0r.s wish to thank Nancie Metzger for her technical assistance and Frances Magrabi and Hilda Buckiey for helpful suggestions on an
earlier d r a j of this puper.

Abstract ments for man as an individual (in private effort to be morally defensible in protect-
Sixty-three professionals in the field of in- dwellings), for individuals within groups ing the public (Brown and Paolucci, 1978;
terior design were asked about the impor- (families and other like groups), and for indi- p. 17).
tance of competencies for interior design viduals in anonymous groups within a society As the roles of interior designers and the
entry-level positions and the importance of (public areas) (Willis, 1975). The challenge certification standards of professional or-
learning the competency at school or work. for interior designers is to plan pleasing and ganizations change, the educational prepara-
The forty competencies were chosen from facilitating environments for the human ac- tion for this role must also change. An
areas that the Foundation of Interior Design tivities of work, rest, leisure, and communi- objective study of the educational prepara-
Education and Research (FIDER) suggested cation. tion for interior design professionals will
for inclusion in a comprehensive interior de- In order to best accomplish this challenge, thus benefit society, universities with curric-
sign curriculum. Professionals in this study the designer must act as a coordinator of the ula in interior design, students who wish to
indicated that oral communication skills, functional, aesthetic, and technical systems become interior designers, and the profes-
furniture arrangement, space planning, and within the structure. It is important, there- sion of interior design.
color theory were more important for entry- fore, to have specialized knowledge in space The critical elements in the educational
level positions in interior design than the planning and selection and placement of process consist of the educational system,
technical competencies of lettering and line structural and mobile elements (Willis, professional internships, and needs of
drawing, elevation drawings, use of techni- 1975). The interior designer must have the clients. The student is found in the center of
cal drafting equipment, and freehand sketch- ability to coordinate the planning and imple- this triad as shown in Figure 1 because all of
ing. The respondents also indicated that mentation of various professional specialties these variables contribute to educational
history of architecture, perspective drawing, such as landscape designers, urban planners, growth. Society is represented by the perim-
color theory, and lettering and line drawing and architects. Ability to master these coor- eter boundaries of the model. The absence of
were competencies which should be learned dination competencies requires capable indi- experience in education, work experience, or
at school rather than in work experience. viduals and extensive preparation so “the client contacts may mean the failure of the
public does not suffer from the incompetence student to obtain critical knowledge and un-
Professional Viewpoints of or unethical behavior of those who practice a derstanding necessary for success in the pro-
Competencies for profession” (Brown and Paolucci, 1978; P. fession.
17). Interior design educators have taken an ac-
Interior Design
Professional organizations seek to assure tive part in the redefinition of roles and ef-
Entry-Level Positions society that performance of work within the forts to set standards in the profession.
The traditional role of interior designers as profession is of high quality. Schools of interior design must reflect social,
“cosmeticians” and “embellishers” has Education for the profession is vigorously economic, technical, and aesthetic changes
changed to one of more responsibility and supervised and controlled within the pro- and help to initiate these changes (Willis,
diversity. The professional interior designer fession. Persons admitted to professional 1975). The goal of this study was to obtain
in the past was primarily concerned with resi- study are screened on the basis of probable information and assessments from profes-
dential interiors, whereas today the responsi- ability to master and use the necessary sionals in the field of interior design that

zy
bilities extend to planning all spaces of the knowledge. Persons admitted to profes- would aid in improving the educational sys-
human environment. sional practice are screened through a tem preparing students for professional em-
Interior design involves planning environ- process of licensing or certification in an ployment.

@Copyright,1983, Interior Design EducatorsCouncil 7

Journal of Interior Design Educators and Research, 9[2):7-13
 SOCIETY zyxwvutsr
zyxwvuts
(New Job Requirements, New Technologies)
six competencies, the frequencies of re-
sponse were the same for ASID and IDEC
members for the following competencies:
drafting, business procedure, history of
furniture, and color. The greatest differences
in the responses between groups were for:
cost estimates, salesmanship, textiles, and
Educational System presentations. The competency listing that
(Philosophies, Curricula, Teaching Myers found did not originate from FIDER’s
Effectiveness, Facilities) accreditation guideline upon which this study
is based, although resulting competencies
were similar.

zyxwvutsrq
Profession Waymand and Wayman (1979) asked edu-
cators about the importance of business sub-
(Work Experience (Needs, Values and
jects taught in interior design programs. The
Internships) Resource Constraints)
authors concluded that: (1) interior design
students do not study many business subjects
Figure 1. Critical Elements in the Education Process while in school and (2) faculty prefer to view
interior design as an artistic profession rather
than a business profession.
A study by Weber (1979) assessed the need
Background of the Problem education of students by: (1) encouraging ac- for a core of business competencies which
Today it is possible to obtain an interior de- creditation of programs; (2) developing would be essential in an undergraduate inte-

zyxwv
sign education in many ways. Interior design clearly defined, flexible, well-integrated in- rior design curriculum. Both design profes-
programs are most frequently administered terior design programs; (3) developing ap- sionals and design educators ranked business
in departments or colleges of home propriate educational objectives relevant to competencies as very important for inclusion
economics and fine and applied arts. The the needs of society and the goals of the pro- in an interior design education program.
educational philosophies of the programs fession; (4)assisting students in the choice of
vary according to the: (I) administrative or- appropriate schools of design; and ( 5 ) as- Method
ganizations, (2) preparations and back- suring the public of the quality of education This study sought information from pro-
grounds of faculty members, (3) and provided by accredited programs in interior fessional designers regarding the importance
programs of study. Programs in fine and ap- design education (FIDER, 1980). of various competencies for entry-level posi-
plied arts may place emphasis on teaching tions and opinions as to whether these com-
technical competencies and practical knowl- Previous Research petencies should be acquired in academic
edge such as drafting, lettering and line A study by Schrock, Sondhi, and Rogers preparation or in work experience. The im-
drawings, construction materials and struc- (1980) was undertaken to evaluate the per- portance of FIDER accreditation for interior
ture. Programs in home economics may em- ceived effectiveness of FIDER’s accredita- design programs and the importance of the
phasize teaching the aesthetic principles of tion guidelines and to determine possible National Certification of Interior Design
color, texture, and philosophy of design as revisions. Schrock found that 89% of the re- Qualification (NCIDQ) examination for con-
well as fabrics and textiles, carpeting, and spondents were satisfied with FIDER’s ac- tinued employment were also examined.
room specialty designs such as bath and creditation process and recommended The sample consisted of 63 professionals
kitchen planning. continued operation of accreditation as is or in the field of interior design and allied fields
Interior design curriculum committees at with minor changes. including architecture, commercial interior
colleges and universities confront the perpet- Myers (1981) addressed the question of design, residential interior design, environ-
ual question: How do we provide competent entry-level competencies needed by interior mental design, and saleslinterior design.
professionals for long-term careers as well as design graduates. Professionals from the as- Names were obtained from telephone direc-
for immediate entry-level positions? It is im- sociations of the American Society of Inte- tories of the metropolitan areas of Chicago,

zyxwvu
zyxwvu
portant to learn the views of professionals in rior Designers (ASID) and the Interior Indianapolis, St. Louis, Minneapolis-St.
the field in order to offer effective student Design Educators Council (IDEC) were Paul, Milwaukee, and Champaign-Urbana,
guidance, plan programs, and keep up with questioned. The competencies were ranked Illinois. Entries noted as having membership
the needs of the profession and society. according to frequency of mention by re- in various professional associations related to
spondents. The most frequently mentioned interior design including ASID (American
FIDER Guidelines
The Foundation of Interior Design Educa-
tion and Research (FIDER) has developed a
curriculum guideline which outlines mini-
mum basic requirements for accredited pro-
grams in interior design (FIDER, 1980). The
intentions of this guideline are to aid in the
zyxwvuts
competencies were: drafting (58 %), color
( 5 5 % ) , and business procedure (50%).The
competencies less frequently mentioned
were problem solving (9%), programming
(9%).and carpet (8%).
Meyers (198 1) also compared responses of
ASID and IDEC members. Among the top
Society of Interior Designers), AIA (Ameri-
can Institute of Architects), and IBD (Insti-
tute of Business Designers) were selected.
The first section of the questionnaire con-
sisted of forty competencies chosen from the
areas that FIDER suggested should be in-
cluded in a comprehensive interior design

a
 zyxwvutsrqpz
curriculum. Respondents were asked to rate than five years. ture, Master’s in Business Administration.
the importance of the various competencies Nealy half of the respondents had degrees The American Society of Interior De-
for interior design entry-level positions by in interior design, about one-third had de- signers was the most frequently listed profes-
using a scale ranging from 0 to 100, for ease grees in architecture, and several were in art sional membership, followed by the
of conversion to percentages (Broderick, and design. Only four of the respondents had American Institute of Architects, the Insti-
1981). (0 = not at all important, 25 = degrees in business and management. tute of Business Designers, the National
slightly important, 50 = moderately impor- Several respondents had more than one aca- Home Furnishing League, the National
tant, 75 = very important, and 100 = ex- demic degree, e.g., Master’s in Architec- Council of Architectural Registration
tremely important.) The instructions
encouraged use of any new number within
the range and use of any one number as often Table 1
as they wished. Importance of Competencies
The second section asked respondents
what competencies should be acquired at the
work place or at school. The end points of the
modified Semantic Differential Scale 1. Oral Communication Skills 84.7 20.3
(Osgood, Suci, and Tannenbaum, 1957) 2. Furniture Arrangement 82.8 18.8
were: competency should definitely be ac- 3. Space Planning 82.6 22.5
quired at the work place, and competency 4. ColorThmry 80.1 22.3
should definitely be taught at school. Mean 5. Presentation Techniques 80.0 21.5
scores of “5” or higher were regarded as in-
6. Lettering/Line Drawings 78.1 24.8
dicating the competency should be acquired
7. Elevation Drawings 77.6 20.3
at school and mean scores of “3.99” or lower
indicating the competency should be ac- 8. Use of Technical Drafting Equipment 77.0 21.6
quired at work. 9. Freehand Sketching 75.5 21.5
The third section of the questionnaire in- 10. Overall Commercial Design 74.8 22.9
cluded questions asking for information 11. Development of Alternative Design Solutions 74.2 22.1
about the respondent’s work place such as 12. Lighting 74.1 23.6
number of employees at firm and starting sal- 13. Knowledge of Fabrics: Durability & Care 73.4 24.1
ary for entry-level positions, as well as ques- 14. Knowledge of Furniture Product Lines 12.2 23.1
tions concerning the respondent’s personal 15. Knowledge of Carpeting: Durability & Care 66.4 24.5
background. The questionnaire concluded by 66.2 21.6
16. Construction Materials
asking an open-ended question about what
17. Specifications 65.8 26.8
personal qualities the respondent felt were
18. Furniture Construction 65.4 29.1
important for an entry-level interior designer
at their work place. The questionnaire was 19. Client Management 64.8 31.0
pretested prior to data collection. 20. History of Furniture & Design 62.7 24.5
Over 49% of the respondents had the work 2 I. Cost Estimating 62.7 31.8
specialization of commercial interior design, 22. Perspective Drawing 60.1 28.4
followed closely by residential interior de- 23. Overall Residential Design 59.4 35.8
sign and architecture. Nearly 13%of the re- 24. Kitchen Planning 57.2 25.6
spondents were in saledinterior design. One 25. Energy Use in Design 57.1 22.4
respondent specialized in preservationhesto- 26. Budget Management 56.8 26.3
ration, one represented environmental de-
27. Bath Planning 56.0 25.6
sign, and none specified room speciality
28. Remodeling Techniques 55.1 21.7
design such as kitchen planning.
Eighty-one percent of the respondents in
29. Energy Efficient Materials 54.0 23.9
this sample worked in small firms with five 30. Renderings 54.7 30.7
or fewer employees, whereas only 7.9% 3 1. History of Architecture 54.6 24.5
worked in firms with 6-10 employees. One 32. Sales 53.7 33.5
respondent reported that he worked for a firm 33. Team Management 51.2 28.9
with 11-20 employees; and five respondents 34. Bid Proposals 50.6 28.9
represented firms employing 100 or more. 35. Preservation Techniques 47.8 21.1

zy
Over half of the respondents had been in 36. Technical Writing 47.2 26.4
the design profession for over sixteen years. 37. Codes & Zoning 41.2 25.2
Approximately 20% of the respondents had
38. Mat Cutting 37.4 29.3
11-15years and another 20% had 6-10 years
39. Accounting Skills 34.8 23.0
of experience. Only two respondents indi-
cated they had been in the profession for less 40. Advertising 27.6 23.6

9
Results zyxwvu
Boards, and the Indiana Society of Archi-

zyxwvutsrqpon
tects. Thirteen respondents did not belong to

zyxwvutsrqpo
any professional organization.
designer?
The five most important competencies for
all entry-level positions reported by the re-
spondents were not the most technical ones.
They were: oral communication skills, furni-
ing to the respondents, for the specific entry-
level position of draftsperson were:
lettedline drawing, space planning, eleva-
tion drawings, use of technical drafting
equipment, and oral communication skills.

zyxwvutsrq
The major findings will be summarized by ture arrangement, space planning, color Competencies regarded as least important for
research questions. theory, and presentation techniques. The five entry-level draftspersons were: advertising,
Research Question 1. least important competencies for an entry- accounting and mat cutting (Table 2).
Do professional designers regard the tech- level position in interior design were: adver- The competency regarded by the respon-
nical or general competencies as most im- tising, accounting skills, mat cutting, codes dents as most important for the entry-level
portant for entry-level positions - and zoning, and technical writing (Table 1). position of salesperson was furniture ar-
draftsperson, salesperson, and interior The most important competencies, accord- rangement. There was high agreement

zy
Table 2
Importanceof Competencies for Specific Entry-Level Positions

Draftsperson Salesperson Interior Designer

Competency (n = 30)' ( n = 8)' (n = 41)'
M M M
1. Oral Communication Skills 80.1 93.8 87.4
2. Furniture Arrangement 77.8 95.6 85.7
3. Space Planning 81.0 92.5 86.7
4. Color Theory 74.8 89.4 84.4
5. Presentation Techniques 77.1 93.8 80.6
6. Lettering/Line Drawing 83.5 61.9 76.3
7. Elevation Drawing 80.7 65.6 76.7
8. Use of Technical Drafting Equipment 80.5 53.1 75.2
9. Freehand Sketching 73.8 71.9 75.4
10. Overall Commercial Design 73.7 81.3 76.3
11. Development of Alternative Design Solutions 70.0 78.1 79.3
12. Lighting 71.7 86.3 77.6
13. Knowledge of Fabrics: Durability & Care 66.0 86.3 81.2
14. Knowledge of Furniture Product Lines 66.0 86.3 77.6
90.6 74.5

zyxwvutsrqp
15. Knowledge of Carpeting: Durability & Care 60.0
16. Construction Materials 67.6 62.5 67.2
17. Specifications 59.7 62.5 72.3
18. Furniture Construction 60.2 86.3 68.3
19. Client Management 54.8 92.5 69.3
20. History of Furniture & Design 59.5 68.8 66.2
2 1. Cost Estimating 41.2 78.1 71.2
22. Perspective Drawings 62.2 50.6 61 .O
23. Overall Residential Design 58.0 90.6 56.8
24. Kitchen Planning 64.1 75.0 54.4
25. Energy Use In Design 56.2 73.8 58.5
26. Budget Management 46.7 71.9 61.6

zy
27. Bath Planning 63.0 71.9 54.5
28. Remodeling Techniques 55.7 56.3 53.5
29. Energy Efficient Materials 55.3 65.6 57.1
30. Renderings 58.3 41.9 57.0
31. History of Architecture 55.5 46.9 56.7
32. Sales 40.5 93.8 60.1
33. Team Management 45.7 65.6 55.0
34. Bid Proposals 43.8 65.6 55.5
35. Preservation Techniques 52.8 50.0 45.1
36. Technical Writing 42 .O 46.9 46.9
37. Codes & Zoning 41.3 37.5 44.1
38. Mat Cutting 38.9 21.9 33.5
39. Accounting Skills 25.8 46.9 38.3
40. Advertising 25.0 25.0 27.8

'n = 79 indicating respondents with more than one entry-level position at work place

10
 1.
zyxwvut
zyxwvut
zyxwvut
zyxwvuts
Competency
History of Furniture & Design
’hble 3
Location of Competency Acquisition:
School or Work

M*
6.5
(n = 63)
SD
1.3
1.3
spondents felt that competencies should be
learned is reported in Table 3. The five com-
petencies that respondents felt most strongly
should be learned at school were: history of
furniture and design, history of architecture,
perspective drawing, color theory, and let-
tering and line drawings. Five competencies
2. History of Architecture 6.5 that respondents felt should definitely be
3. Perspective Drawing 6.5 1 .o
learned at work were: client management,
4. Color Theory 6.3 1.3

zyxwvutsrqp
6.3 1.3 sales, knowledge of furniture product lines,
5. LetteringlLine Drawings
6.3 1.2 bid proposals, and team management.
6. Elevation Drawings
7. Freehand Sketching 6.2 1.3 When the specific entry-level position was
8. Renderings 6.1 1.3 considered, some differences were revealed
9. Use of Technical Drafting Equipment 6.1 1.5 with respect to whether specific competen-
10. Mat Cutting 5.7 1.9 cies should be learned at work or school
1 1. Presentation Techniques 5.3 1.6 (Table 4). The critical competencies for the

zyxwvu
12. Furniture Arrangement 5.2 1.4 entry-level draftsperson to learn at school
13. Lighting 5.2 1.6 were: history of furniture, perspective draw-
14. Oral Communication Skills 5.2 1.7
ing, history of architecture, color theory, and
15. Space Planning 5.1 1.3
5.1 1.7 lettering and line drawings. The competen-
16. Furniture Construction
17. Development of Alternative Design Solutions 5.1 1.5 cies of bid proposals, client management,
18. Bath Planning 5.0 1.6 and sales were judged by respondents as best
19. Kitchen Planning 5.0 1.7 learned in work experience.
20. Knowledge of Fabrics: Durability & Care 4.9 1.6 Professional designers indicated strong
21. Overall Residential Design 4.8 1.6 agreement that a salesperson should learn
22. Accounting Skills 4.8 1.9 perspective drawing and elevation drawing
23. Energy Use in Design 4.8 1.8 as well as lettering and line drawings, render-
24. Energy Efficient Materials 4.7 1.7 ings, and color theory during academic prep-
25. Overall Commercial Design 4.6 1.6
aration. Bid proposals and knowledge of
26. Construction Materials 4.6 1.4
1.9 furniture product lines were the only compe-
27. Technical Writing 4.6
28. Knowledge of Carpeting: Durability & Care 4.3 1.6 tencies respondents agreed should be learned
29. Preservation Techniques 4.2 1.6 at work. This indicates a strong emphasis on
30. Advertising 4.2 1.9 teaching competencies at school for salesper-
3 1. Remodeling 4.0 1.5 son entry-level positions.
32. Specifications 3.8 1.6 The competencies indicated by respon-
33. Cost Estimating 3.6 1.5 dents to be learned at school for entry-level
34. Codes & Zoning 3.6 1.9 interior design positions were: history of ar-
35. Budget Management 3.5 1.7 chitecture, color theory, and history of furni-
36. Team Management 3.4 1.7 ture and design. Professionals felt that client
37. Bid Proposals 3.1 1.6
3.1 1.8 management, sales, and bid proposals could
38. Knowledge of Furniture Product Lines
39. Sales 3.1 1.8 best be learned in work experience.
40. Client Management 2.9 1.7 Research Question 3.
How important are FIDER accreditation
*Mean scores of “5” or higher indicate the competency should be acquired at school; mean
of university interior design programs and
scores of “3.99” or lower indicate the competency should be acquired at work.
the NCIDQ examination in acquiring or
maintaining a job in interior design?
among respondents regarding this compe- theory, knowledge of fabrics, and presenta- Fifty-two percent of the professionals said
tency (SD = 9.039). Five additional compe- tion techniques. Least important competen- FIDER accreditation was not important
tencies were reported as important for a cies were: advertising, mat cutting, and when interviewing for employment. Profes-
salesperson: oral communication skills, pre-
sentation techniques, sales, space planning,
and client management. Mat cutting was re-
ported as having the least importance for a
salesperson, followed closely by advertising
and codes and zoning.
The competencies scored as most impor-
tant for the entry-level position of interior de-
signer were: oral communication skills,
accounting skills.
Research Question 2

zyxwv
What competencies do professionals in
the field of interior design (and allied
fields including architecture, art and de-
sign, and restoration and preservation)
feel should be acquired in academic prep-
aration at a college or university rather
than in work experience?
sionals specializing in architecture were most
likely to respond favorably towards FIDER
as an important factor in employment inter-
viewing. This opinion was not shared by
those specializing in residential (41%) or
commercial interior design (42 W ) .
Three factors may have influenced the
reaction towards FIDER accreditation. First,
many professionals mentioned that they were
space planning, furniture arrangement, color The location (school or work) where re- more concerned with the job applicant’s

11
qualifications than with the accreditation sta-
tus of the educational institution which the in-
dividual attended. Emphasis was placed on zyx
not want to overlook good designers who do
not come from accredited programs.
Third, some professionals did not know
come a professional interior designer; it is ta-
ken strictly by individual choice. Most of the
professionals in this sample (71 %) indicated

zyxw
the individual’s capabilities as shown in the what FIDER-accredited programs were or that passing the NCIDQ examination for cer-
resume, portfolio, and personal presentation what the process entailed. Therefore, they tification was not important for acquiring or

zy
at the time of interview. were unable to assess the importance of maintaining a job at their respective work
Second, several professionals stated that hiring a person from an accredited program. places. Most of these professionals felt appli-
many good interior design programs are not The American Society of Interior De- cants and employees should be evaluated ac-
yet accredited. Some universities may not signers uses the NCIDQ examination for cording to individual skills and effectiveness

zyxw
have the funding or facilities available for the qualification to meet specific membership in accomplishing given tasks. Many stated
accreditation process. The professionals do categories. The exam is not required to be- that well-qualified designers are not neces-

zy
zyxwvuts
Table 4
Location of Competency Acquisition by Entry-Level Position

Draftsperson Salesperson Interior Designer

Competency (n = 30)’ (n = 8)‘ (n = 41)‘
M* M* M*
1. History of Furniture & Design 6.4 5.6 6.4
2. History of Architecture 6.4 5.5 6.5
3. Perspective Drawings 6.4 7.0 6.5
4. Color Theory 6.3 6.5 6.4
5. LetteringlLine Drawings 6.3 6.9 6.2
6. Elevation Drawings 6.0 7.0 6.2
7. Freehand Sketching 6.0 6.1 6.3
8. Renderings 6.0 6.8 6.2
9. Use of Technical Drafting Equipment 5.8 5.8 6.0
10. Mat Cutting 5.6 5.1 5.7
11. Presentation Techniques 5.5 5.1 5.1
12. Furniture Arrangement 5.1 5.8 5.3
13. Lighting 5.2 6.0 5.2
14. Oral Communication Skills 5.3 5.8 5.0
15. Space Planning 4.0 6.0 5.2
16. Furniture Construction 5.0 5.1 5.2
17. Development of Alternative Design Solutions 5.0 6.1 5.0
18. Bath Planning 5.2 5.6 4.8
19. Kitchen Planning 5.1 5.3 4.8
20. Knowledge of Fabrics: Durability & Care 4.8 6.1 5.0
21. Overall Residential Design 4.7 5.3 4.8
22. Accounting Skills 4.4 5.2 4.9
23. Energy Use in Design 4.5 6.0 5.0
24. Energy Efficient Materials 4.6 5.9 4.7
25. Overall Commercial Design 4.5 5.1 4.7
26. Construction Materials 4.4 5.4 4.5
27. Technical Writing 4.2 5 .o 4.6
28. Knowledge of Carpeting: Durability & Care 4.1 5.5 4.6
29. Preservation Techniques 4.1 5.0 4.3
30. Advertising 3.7 4.8 4.3
3 1. Remodeling 3.7 5.3 3.9
32. Specifications 3.4 4.6 3.7
33. Cost Estimating 3.1 4.1 3.6
34. Codes & Zoning 3.4 5.0 3.5
35. Budget Management 3.1 4.6 3.5
36. Team Management 3.1 4.5 3.3
37. Bid Proposals 2.6 3.8 3.1
38. Knowledge of Furniture Product Lines 3.5 3.8 3.2
39. Sales 2.8 4.4 3.0
40. Client Management 2.8 4.8 2.8
*Mean scores of “5” or higher indicate the competency should be acquired at school; mean scores of “3.99” or lower indicate the
competency should be acquired at work.
In = 79 indicating respondents with more than one entry-level position at work place.

12
Discussion
zyxwvutsrqp
sarily those who have passed the NCIDQ
exam and are members of ASID or other pro-
fessional associations.

Respondents in this study indicated that

oral skill in communicaiton was the most im-
tional standards. This study sets the stage for
a research project that attempts to bring both
professionals and educators together.
Opinions of professionals concerning the
most beneficial courses would be useful in
curriculum planning and student guidance.
Exploring ways to involve professionals in
Summary
Professionals in this study indicated that
oral communication skills, furniture ar-
rangement, space planning, and color theory
were more important for entry-level posi-
tions in interior design than the technical
competencies of lettering and line drawing,
portant competency for all entry-level posi- classroom teaching would also be excellent elevation drawings, use of technical drafting
tions. Additional important competencies for students; however, it would be necessary equipment, and freehand sketching. The re-
included: furniture arrangement, space plan- to assess the willingness of professionals to spondents also felt that history of furniture,
ning, and color theory. These competencies spend time in this way. history of architecture, perspective draw-
are not the more technical skills, but are com- Another potential study involving interior ings, color theory, and lettering and line
petencies which would be emphasized in a design educators may create a better under- drawings were competencies which should
more interdisciplinary program of educa- standing of the most desirable educational be learned at school rather than in work expe-
tion. Professionals appear to want employees process for an interior design student. rience. Administrators and faculty members
who are good communicators and concep- Directing the same questions to educators, at educational institutions need to be aware of
tualizers rather than pure technicians. This with instructions to rank order the given this implication when planning curricula for
suggests that interior design faculty members competencies according to importance, may preparation of interior design professionals.
need to emphasize the importance of com- further delineate the differences or similari-
munication skills and to encourage students ties between professional interior designers

zy
to take courses that provide opportunities to and educators. Topical areas would be de-
give verbal presentations. In addition to com-
munication courses, interior design studio
courses might best be incorporated into stu-
dio design courses where students can give
and receive feedback on their designs and
techniques. This would benefit not only the
student being critiqued, but also offer a
rived from the FIDER accreditation proce-
dure and competencies ranked according to
importance. Asking educators about their
perceptions of the changing role of an inte-
rior designer may provide some indication
whether professional experiences and inte-
rior design education are preparing the stu-
References
zyx
Broderick, J.E. A method for derivation of areas for
assessment in marital relationships. The American
JournalofFarnily lhrapy, 1981,9,25-34.
Bloom, B.S. TaroMmy of educational objectives: Hand-
book I: Cognitive domain. New York: David McKay
worthwhile learning experience for other
class members.
An individual’s personal character and
qualities may also determine an individual’s
dent for long-term or short-term practice in
the profession.
Interior design programs could be ex-
amined by classifying them according to the zyxw
Company, Inc., 1%1.

zy
Brown, M., and Paolucci, B. Home economics: A defini-
tion. Washington, D.C.: American Home Economics
Association, 1978.
Dillman, D.A. Mail and telephone surveys: lke tofal de-

zyxwvutsrq
sign method. New York: John Wdey and Sons, 1978.
success in the field. Faculty members should administration in fine and applied arts and
Good,C.V. (Ed.). Dictionary of education. New York:
encourage students to develop their own hu- home economics emphases, as well as their McGraw-Hill Book Co.. 1973.
man resources. Professionals questioned in accreditation status. Graduates from the pro- Foundation for Interior Design Education Research.
this study emphasized the importance of per- grams, having accumulated several years of Standards and guidelinesfor the accreditation of bac-
sonal appearance which includes grooming professional experience, could then be sur- calaureateprogm in interior design: FIDERFORM
304. New York: Author, 1980.
and personal hygiene as well as clothing and , veyed for information regarding the effec- Myers, C. Enay level competencies needed by interior

zyxwvutsrqpo
accessories. Other frequently mentioned per- tiveness of the program in relation to their designers. Journal of Interior Design Education and
sonal qualities included: ability to work with professional roles. Research, 1982,8(1), 19-54.
others, good communication skills, willing- Computers are being used with increasing Osgood. C.E., Suci, G.N., and M e b a u m , P.H.lke
measurements of meaning. Urbana. IL: University of
ness to learnlcurious, dependableheliable, frequency in society. A study could be pro-
Illinois Press, 1957.
enthusiastic, hard working/drive, commit- posed to question professionals in interior Schrock, J.M., Sondhi,L., and Rogers, K.E. FIDER
ment to the interior design profession, self- design about how they plan to use computer- from your point of view: An evaluation of standards
confidence, and self-motivated. aided design and drafting at their work place. and guidelines and of accreditation issues with mom-
This study raises additional questions for Studies on inventory controls, as well as mendations for change. Journal of Interior Design
Education and Research, 1979-1980, 5(2). ql),44-
further research. A longitudinal study would color and design networking, would provide 52.
be useful for examining changes in responses educators with valuable information for plan- Wayman, W.S., and Wayman, P. What students in accred-
towards FIDER accreditation and the ning interior design curriculum programs ited interior design programs learn about business.
NCIDQ examination. It would also be help- with computers. It has become apparent that Journal of Interior Design Educan’on and Research,
1982, 8(1). 25-27.
ful to know the important entry-level compe- the needs of today’s society and profession
Weber, M. Importance of inclusion of business competen-
tencies five years from now to assess the only partially reflect the direction that educa- cies in the interior design cumculum. Journal of Inre-
changing role of the profession in society. As tion must take for the future. Adjustments in rior Design Education and Research, 1979-1980,
the profession of interior design proceeds curricula have always included a mixture of 5(2), 6(1). 66-68.
closer to licensing of the practitioners, ac- the visionary thoughts and the realistic needs Mbsterk New CollegiafeDicrionav. Springfield, MA: G
& C Merriam Company, 1980.
creditation of the professional schools will of the society it serves. Frontiers of knowl- Willis, V.J. Interior design education research in the Fed-
not only be requried, but will likely become edge will be advanced when no one group is eral Republic of Germany. Journal of Interior Design
an essential component for higher educa- totally responsible for shaping curricula. EducationandResearch, 1975, 1(1), 40-53.

13