M08 Inquiry and Design
Aims and Learning Outcomes
This module aims to introduce students to the foundations, history and development of environmental psychology research in order to provide a conceptual underpinning to inform their understanding of the major theoretical formulations and models used to undertake environmental-behaviour research.
To provide the students with an advanced knowledge through selected case studies of a range of methods central to contemporary environmental psychology research, and applicable in different settings (e.g. urban, rural, domestic, retail, office, recreational, transport, public space).
By the end of this modules students are expected
- to be trained in problem analysis and formulation, intervention, assessment and evaluation as appropriate to a range of environmental settings in order to enable them to conduct empirical research of their own.
- to be able to develop interpersonal, technical and creative skills required for their effective transition to the world of work by providing opportunities to take personal control of their own development, promoting individual and team working, enhancing decision making skills.
- to be aware of cognate disciplines, including but not exclusively, architecture, planning, design and environmental sciences in order that they are aware of the perspectives and orientations of these disciplines and can engage in a mutually informative dialogue.
- to be able to model a professional approach to colleagues and potential clients mindful of equality issues and acknowledging human rights of those with whom they come into contact.
- to be able to link theoretical and empirical questions to social and environmental issues with a view to understanding the practical applications and action implications of environmental psychological theories and empirical findings.
- to be able to communicate results to others within the social sciences and the professional world of architecture, planning and environmental science.
- to be knowledgeable about procedures and practices for the ethical conduct of research.
Course Convenor
Professor David Uzzell
Other Contributors
Contact Hours
20
Required Prerequisite Study
None.
Completion Requirement
Completion of the module (and the acquisition of 15 course credits) requires a total of 20 contact hours in the form of lectures, seminars and workshops. Students are also expected to invest a minimum of 5 hours of study time per one hour of contact time (i.e., 100 hours) in order to undertake the course to a satisfactory degree.
The Inquiry and Design module attempts to integrate research training with the theories and substantive findings of environmental psychology. The course will be organised around a series of case studies based on research that has been undertaken by environmental psychologists for public and private sector organisations. Each case study will be chosen to illustrate different forms of interaction between environment and behaviour, different research methodologies, and different theoretical positions within environmental psychology. All the case studies have policy and practice implications.
Introduction and meta-theoretical issues to environmental psychology
Formulating research questions in environmental psychology
Methods in environmental psychology
Researching Behaviour:
Research management
Research, communication, policy and application
Assessments
Students will be required to undertake two assignments (each 50% of the final mark):
Assignment 1: Students will be required to write a research proposal as if for a client who wishes to contract a piece of research. The research proposal should state and justify amongst other things: research objectives/research question; theoretical model to be employed; method, instruments; sample; outcome measures; time-scale; cost; proposed means of disseminating the results.
Assignment 2: Based on the reading of the results of a selected research study, students will be required to put forward a number of recommendations in respect of the policy and practical implications of the research. Emphasis will be on discussing planning, design and management issues drawing on the insights on human perceptions, attitudes and behaviour gleaned from environmental psychology.
Suggested Reading
Bentley, I., Alcock, A., Murrian, P., McGlynn, S., & Smith, G. (1985) Responsive Environments, A manual for designers, Oxford: Butterworth-Heinemann
Bonnes, M. and Bonaiuto (2002). ‘Environmental Psychology: From Spatial-Physical Environment to ‘Sustainable Development’, in R. Bechtel and A. Churchman (eds.) Handbook of Environmental Psychology, New York: Wiley, pp 28-54.
Friedmann, A., Zimring, C. & Zube, E. (1978). Environmental Design Evaluation. New York: Plenum.
Moser, G. and Uzzell, DL (2003). ‘Environmental Psychology’, in Millon, T., & Lerner, M.J.(eds.), Comprehensive Handbook of Psychology, Volume 5: Personality and Social Psychology, New York: John Wiley & Sons. 419 – 445.
Moser, G. & Weiss, K. (2003) Espaces de vie: Aspects de la relation homme-environnement. Paris: A. Colin. (in French)
Robson, C. (1993). Real World Research: A Resource for Social Scientists and Practitioner Researchers. Oxford: Blackwell.
Romice, O. & Frey, H. (2003) Communities in Action: The Handbook. Department of Architecture, University of Strathclyde/Scottish Arts Council.
Uzzell, DL and Barnett, J. (2006). ‘Ethnographic and Action Research’, in G. Breakwell, C. Fife-Schaw S. Hammond and J. Smith (eds.) Research Methods in Psychology, London: Sage (Third Edition), pp 300-320.
Uzzell, D.L. & Ballantyne R. (1998) Contemporary Issues in Heritage and Environmental Interpretation: Problems and Prospects, London: The Stationery Office.
Uzzell, D.L. & Jones, E. (2000) The development of a process-based methodology for assessing the visual impact of buildings. Journal of Architectural and Planning Research, 17(4), 330-343.
Zeisel, J. (2006). Inquiry by Design: Tools for Environment-Behaviour Research.