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It also works as a guide <strong>for</strong> <strong>the</strong> enhancement <strong>of</strong> VDS 3 tak<strong>in</strong>g <strong>in</strong><br />

consideration student perspectives. In stage three <strong>of</strong> phase three <strong>the</strong><br />

<strong>in</strong>terviews were conducted to validate <strong>the</strong> feasibility <strong>of</strong> <strong>the</strong> f<strong>in</strong>al VDS<br />

<strong>model</strong> and assess its suitability to <strong>the</strong> curriculum; to identify areas <strong>of</strong><br />

improvements and get more <strong>in</strong>-depth analysis <strong>of</strong> student‟s participation.<br />

In <strong>the</strong> evaluative stage <strong>of</strong> phase one a prelim<strong>in</strong>ary focus group was<br />

conducted at <strong>the</strong> late stages (evaluation stage) to determ<strong>in</strong>e <strong>the</strong><br />

effectiveness <strong>of</strong> <strong>the</strong> developed VDS <strong>model</strong> and compare it to <strong>the</strong> needs<br />

<strong>of</strong> <strong>the</strong> UAE educational system with reference to <strong>design</strong> <strong>in</strong> terms <strong>of</strong><br />

technology <strong>in</strong>tegration (see appendices C). Ano<strong>the</strong>r focus group was<br />

conducted at <strong>the</strong> evaluation stage <strong>of</strong> phase three to determ<strong>in</strong>e areas <strong>of</strong><br />

improvement <strong>for</strong> <strong>the</strong> proposed VDS <strong>framework</strong> and get participants<br />

views and attitudes towards it. Moreover, <strong>the</strong> focus group aimed to<br />

evaluate <strong>the</strong> overall impact <strong>of</strong> VDS 3 on <strong>the</strong> students at <strong>the</strong> University <strong>of</strong><br />

Sharjah and more generally on <strong>the</strong> <strong>design</strong> education <strong>in</strong> <strong>the</strong> UAE.<br />

Accord<strong>in</strong>g to Kitchenham & Pfleeger 257 focus groups can be used at <strong>the</strong><br />

prelim<strong>in</strong>ary or exploratory stages <strong>of</strong> a study to assist <strong>in</strong> <strong>the</strong> identification<br />

and development <strong>of</strong> claims, concerns, and issues that will be explored<br />

throughout <strong>the</strong> study. Lampila et al., 258 cite Kruger and Casey who<br />

asserts that “focus group can be used <strong>for</strong> program development and<br />

evaluation, plann<strong>in</strong>g and needs assessment”.<br />

The use <strong>of</strong> focus groups <strong>in</strong> this research <strong>in</strong>volves group <strong>in</strong>terviews <strong>in</strong> a<br />

guided discussion at two different stages <strong>of</strong> <strong>the</strong> research, <strong>the</strong> prelim<strong>in</strong>ary<br />

and exploratory stages.<br />

5.6 Case Studies<br />

In <strong>the</strong> course <strong>of</strong> <strong>the</strong> research and specifically <strong>in</strong> phase one and three,<br />

case studies are conducted. In stage one <strong>of</strong> phase two a case study is<br />

conducted us<strong>in</strong>g <strong>the</strong> secondary data collection method. The aim was to<br />

exam<strong>in</strong>e <strong>the</strong> <strong>in</strong>ternational best practice <strong>of</strong> VDS after specify<strong>in</strong>g two<br />

257<br />

Kitchenham, B. A., Pfleeger, S. L., Egan, S. (2001). An empirical study <strong>of</strong> ma<strong>in</strong>tenance and development<br />

projects. Staf<strong>for</strong>dshire: UK: Keele University.<br />

258<br />

Lampila, P., Lieshout, M., Gremmen, B., Lahteenmaki, L. (2009). ‘Consumer attitudes towards<br />

enhanced flavonoid content <strong>in</strong> fruit’. Food Research International. 42 (1). p122-129.<br />

92

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