Abstract
There has been a growing interest in the recent years about theory and practice integration. Nevertheless, the researchers’ aim of inclusive theory-based and practice-based knowledge producing remains a difficult task to achieve. Many researchers argue for a closer collaboration between researchers and practitioners now universally known as research-practice partnership (RPP), as a relevant approach for bridging the knowledge gap between research and practice. Yet, it has been argued that creating successful collaborations is challenging. Authors point out that one of the most pressing challenges to creating successful RPPs is the lack of operational mechanism. This study proposes the evaluation-creation cycle (ECC) as operational mechanism for RPPs. The ECC has already been tested in several design-based research projects conducted by the master-doctoral collaboration at Wollega University, Ethiopia. The study aims to critically review the ECC structure including the methods and the practices involved, as well as its performance as inclusive theory-based and practice-based knowledge producing strategy operating within the framework of RPPs. The study draws on empirical data from students case-study work to illustrate how using the ECCs lead to not only advancing design knowledge but also improving the practices of design education and the quality of design research.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
MASTER-DOCTORAL COLLABORATION, METHODS AND PRACTICES, CASE-STUDY RESEARCH, ADVANCING KNOWLEDGE, IMPROVING EDUCATION PRACTICES, RESEARCH QUALITY
