Findings from the content analysis of FIDER Accreditation Reports to 91 first–professional degree programs in interior design are presented. The objectives of the study were to identify differences in FIDER evaluations of student work in relation to 1) academic setting (architecture, fine–arts, home economics/human ecology), 2) accreditation status, and 3) baccalaureate and professional school programs.
The findings show that evaluation of student work is based on specific and professional concerns for effective interior design practice, and provide reliable indications of the Foundation's decision to award or deny accreditation.
Get full access to this article
View all access options for this article.
References
1.
Foundation for Interior Design Education Research. (1980). Standards and guidelines for the accreditation of baccalaureate programs: FIDER Form 304; standards and guidelines for the accreditation of professional school programs: FIDER Form 303. New York : Author.
2.
Foundation for Interior Design Education Research. (1983). Procedures and operations manual, section II. New York : Author.
3.
HardyD., & KriebelM. (1984). The interior design practice of qualifying factors of competent practice. Journal of Interior Design Education and Research, 10(2), 3–6.
4.
HernecheckP. J., RettigK. D., & ShermanM. (1983). Professional viewpoints of competencies for entry–level positions. Journal of Interior Design Education and Research, 9(2), 7–13.
5.
JamesD. (1984). A study of FIDER criteria for evaluating student work in baccalaureate and professional programs. Journal of Interior Design Education and Research, 10(1), 5–11.
6.
RogersK. E., BrentR., VeitchR., & HillL. (1983). FIDER's study of two, three, and four year interior design programs. Journal of Interior Design Education and Research, 9(1), 31–36.
