@article{davis_de bari_maschi_2023, title={Credentialling: Educational Pathways in Design}, volume={9}, ISSN={["2405-8718"]}, DOI={10.1016/j.sheji.2023.03.001}, abstractNote={The Future of Design Education described forces influencing degree study in higher education as a credential for design practice. Student debt and the challenges of increasingly diverse learners are two factors that determine college degree attainment. Paired with increasing consumerist interests by students, institutions, and governments for job preparedness and gainful employment, a college degree is viewed by many as a credential. By contrast, alternative credential programs offer design study that is shorter, more flexible, less expensive, and fit-to-purpose rather than one-size-fits-all. As credentials, they vary in standards for competency validation and how employers perceive them. Statistics show that most alternative credential students already hold a degree and are employed, suggesting that reskilling and upskilling are among the primary motivations for enrollment. At the same time, national and state governments show interest in micro-credentialling as the number of non-traditional learners grows and the nature of work changes rapidly. The article argues that although both types of credentialling respond to similar economic and social conditions, they have unique roles as educational pathways to work in design.}, number={2}, journal={SHE JI-THE JOURNAL OF DESIGN ECONOMICS AND INNOVATION}, author={Davis, Meredith and De Bari, Julia and Maschi, Simona}, year={2023}, pages={117–134} }
 @article{davis_feast_forlizzi_friedman_ilhan_ju_kortuem_reimer_teixeira_2023, title={Responding to the Indeterminacy of Doctoral Research in Design}, volume={9}, ISSN={["2405-8718"]}, DOI={10.1016/j.sheji.2023.05.005}, abstractNote={The Future of Design Education working group on doctoral education included doctoral supervisors from nine programs around the world and addressed the indeterminacy of standards for the PhD in Design. Internationally, “contributions to knowledge” under the PhD degree title range from evidence-based investigations documented in a dissertation to personal reflections on making artifacts. In some programs, quantitative and qualitative research methods are taught; in others, there is no instruction in methods. The working group suggested that reflection on one’s own creative production is the role of the professional master’s degree and recommended standards for two doctoral programs—the PhD and the Doctor of Design (DDes). The group defined the PhD as addressing unresolved problems with the goal of generalizable knowledge or theory for the field. It described the DDes as a professional practice degree in which research is done in a practice setting to frame a specific opportunity space, guide in-process design decisions, or evaluate outcomes. DDes findings do not claim generalizability and result in “cases.” The working group discussed methods, sampling, standards of evidence and claims, ethics, research writing, and program management.}, number={2}, journal={SHE JI-THE JOURNAL OF DESIGN ECONOMICS AND INNOVATION}, author={Davis, Meredith and Feast, Luke and Forlizzi, Jodi and Friedman, Ken and Ilhan, Ali and Ju, Wendy and Kortuem, Gerd and Reimer, Maria Hellstrom and Teixeira, Carlos}, year={2023}, pages={283–307} }
 @article{davis_dubberly_2023, title={Rethinking Design Education}, volume={9}, ISSN={["2405-8718"]}, DOI={10.1016/j.sheji.2023.04.003}, abstractNote={This opening article for the special issue on the Future of Design Education traces paradigmatic shifts in design, from the twentieth-century mass production of artifacts to the twenty-first-century stewardship of evolving product-service ecologies. These shifts argue for a systems approach appropriate to the complex problems brought on by the industrial and information revolutions. Setting the stage for the following topical articles, the authors describe connections among human activities and technologies that are life-centered in their long-term impact on and by humankind. These changes are not simply in the things designers make but in the “why” of design practice under a paradigm that no longer focuses on the production of tangible goods. The article also addresses corresponding shifts in where designers now take action (for example, influencing organizational purpose, governance, infrastructure, and strategy, not just consumer-facing messages, objects, and spaces) and the lengthening of time horizons for evaluating design effects in natural, social, and technical systems. Ten principles for today’s designers offer guideposts for practice and inform a critique of the industrial-era traditions still present in much of contemporary design education.}, number={2}, journal={SHE JI-THE JOURNAL OF DESIGN ECONOMICS AND INNOVATION}, author={Davis, Meredith and Dubberly, Hugh}, year={2023}, pages={97–116} }
 @article{davis_2024, title={WHAT IS A RESEARCHABLE QUESTION IN DESIGN?}, ISBN={["978-1-032-02229-1", "978-1-032-02227-7"]}, DOI={10.4324/9781003182443-13}, abstractNote={The chapter guides master's and doctoral students in framing research questions. Through examples, the discussion illustrates the characteristics that make questions researchable: alignment with a philosophical perspective; a hierarchy among aspects of the situation under study; a working theory that underpins the investigation; reasonable scope; and the articulation of sub-questions. Examples from master's and doctoral theses focus on question phrasing and its influence in structuring the work that follows. A list of general categories of relevant issues encourages students to select research topics worth doing in a field building its research culture.}, journal={ROUTLEDGE COMPANION TO DESIGN RESEARCH, 2 EDITION}, author={Davis, Meredith}, year={2024}, pages={131–140} }
 @article{davis_2015, title={What is a 'research question' in design?}, journal={Routledge Companion to Design Research}, author={Davis, M.}, year={2015}, pages={132–141} }
 @article{davis_2013, title={Research Writing in Design}, volume={5}, ISSN={["1754-7075"]}, DOI={10.2752/175470813x13491105785343}, number={1}, journal={DESIGN AND CULTURE}, author={Davis, Meredith}, year={2013}, month={Mar}, pages={7–12} }
 @book{davis_2012, title={Graphic design theory}, publisher={New York: Thames & Hudson}, author={Davis, M.}, year={2012} }
 @book{crisp_temple w. f._davis_2012, title={Typography}, publisher={New York: Thames & Hudson}, year={2012} }
 @book{lee_greene_wellman_al._2004, title={Teaching and learning through inquiry: A guidebook for institutions and instructors}, publisher={Sterling, Va.: Stylus Pub.}, author={Lee, V. S. and Greene, D. B. and Wellman, D. J. and al.}, year={2004} }
 @book{davis_al._1997, title={Design as a catalyst for learning}, ISBN={0871202840}, publisher={Alexandria, VA: Association for Supervision and Curriculum Development}, author={Davis, M. and al.}, year={1997} }