All learning occurs within a space, whether this space is physical or virtual, but we have limited knowledge of how learning and teaching relate to it, particularly after a learning space’s users engage and adapt with it. A learning space is seen as a third teacher, but there is limited guidance for teachers on how to adapt designed elements of learning spaces. Therefore, this research aimed to empower teachers’ use of learning space without directly involving designers. It did so by sharing redesign opportunities for learning spaces that facilitate learning and teaching. There were three phases to this research: 1) Contextual review using literature review and observation; 2) Understanding learning space use and potential by investigating classroom space through student drawings, social network data, semi structured interviews, classroom photographs, and teachers’ planning books; and 3) Tool and Exemplar development of a supportive tool formed from structured sets of cards for guidance and inspiration. The first phase revealed a gap between what is written about learning in physical spaces and how these are designed. The second phase studied a range of current teachers’ practices to address this gap, and indicated that although teachers are aware of the importance of physical space, they do not always know how to adapt it to facilitate learning. The results also revealed learning space design elements which designers are unaware of, extending the initial framework from the first phase such. Findings from these studies supported design of a tool (third stage) to empower teachers’ use of space to support different learning and teaching approaches. Evaluation showed that the tool can improve teachers’ awareness of learning space design elements, and enable them to adapt space to support different teaching and learning approaches. Thus research helps both initial learning space designs by architects, as well as subsequent redesign by teachers through development of a practical tool.

This study presents a pedagogic framework that offers a new approach, structure and content for the teaching, understanding and application of typography in cross-media communication environments. Current theory and vocabulary used to describe typographic practice and scholarship are based on a historically print-derived framework. As yet, no new paradigm has emerged to address the divergent path that screen-based typography has taken from its traditional print medium. This study argues that the current model of typographic education is unable to provide design students with appropriate models, concepts and grammar to explore the potential of typography in screen-based media. Hence, a re-evaluation of the current framework is proposed in order to develop new approaches that will reduce misappropriation of typographic principles and aesthetic values in screen-based media. This study is composed of three research stages. Stage One (consisting of a literature and design application review) was used to develop an understanding of the current typographic application in screen-based media. Stage Two (consisting of a questionnaire survey and in-depth interviews) was used to investigate the relevance of current typographic knowledge in relation to screen- based media. Additionally, this stage helped identify critical issues surrounding current and future typographic practice. Findings from Stages One and Two were used as a basis to develop a new framework. This framework was subsequently tested and refined in Stage Three through action research projects (with Graphic and New Media design students) and peer reviews (with design educators and professional practitioners). The final framework consists of six key attributes: an integrated model of knowledge, cross-media skills, cross-disciplinary influences, it is communication-focused, flexible and adaptable. It reflects a future model of a convergent media, not a continued separation of print and screen. This framework consists of two distinct areas of knowledge: Global Skills (Form, Content, Expression and Context) and Specialist Skills (Hyper-textuality, Interactivity, Temporality and Usability). It is concluded that the approach and knowledge-base used to teach typography must be modified to reflect the challenges posed by media convergence, where transferable global skills are emphasised across a range of media. Typography's knowledge base has to be expanded to include specialist skills derived from technological and social changes in communication technologies. The principal contributions of the study are: the identification of transferable global typographic skills; the introduction of specialist design skills required for effective cross-media type application; presentation of an integrated model of typographic knowledge and practice; a curriculum guide aimed at helping design educators plan and deliver typography in graphic and multimedia programmes; strategies and approaches to help designers remediate their print- derived knowledge and lastly, as a subject reference guide for visual communication design students. The framework is not offered as an absolute representation of western-based typographic knowledge for cross-media application but instead should be considered as a signpost to help understand the current transition of knowledge between print and screen. Additionally, this framework has been developed and tested within a single educational environment. As a result, variations in teaching and learning styles were not taken into account. Audiences are urged to treat the framework as a 'work-in-progress' model that can be refined through additional field- testing in other educational environments. And finally, the application of the framework within a professional practice environment would require a comprehensive review of practice-based concerns and a further simplification of the framework.

An AHRC Collaborative Doctoral Award has made collaboration possible between Northumbria University and the Shipley Art Gallery, Gateshead in providing the opportunity to highlight a significant narrative in craft history. Henry Rothschild, a German émigré, ran the iconic craft outlet Primavera from 1946 to 1980. During this time, he built up an internationally significant collection of ceramics, now housed at the Shipley Art Gallery, along with a personal and business archive. By bringing this inaccessible and underused material to the fore and complementing it with interviews with Rothschild’s contemporaries, connections have emerged that were previously undiscovered. This thesis demonstrated how Rothschild’s position as a retailer, exhibitor and collector marked him as a unique character within the crafts as well as demonstrated the ways in which he utilised his position as an émigré to act outside of the confines of the traditional British standpoint. The narrative of Rothschild has been interwoven into the existing literature on craft in Britain, creating a previously unheard of account of post-war craft. Although Rothschild’s role in the post-war craft world has been remarked upon in a number of texts (Cooper, 2012; Harrod, 1995; Harrod, 1999; Buckley and Hochsherf, 2012) his wide reaching impact and contribution has never been explored in detail. This thesis considered the contradictory nature of Rothschild’s multiple roles and the resulting implications: as a retailer he was motivated to choose pieces that would sell, as an exhibitor he could allow for more creativity and daring in his curatorial choices, and as private collector he enjoyed established relationships with craftspeople. The aim of this thesis was to position Rothschild as collector, exhibitor and retailer not only within the context of British craft, but also to consider how Primavera operated within what David Kynaston calls the ‘justly iconic’ time period from 1945 to 1980 (Kynsaton, 2007). Through both his retail and exhibition activity at Primavera and beyond, craft was given a platform, made accessible to the wider public and influenced taste and fashion. His background as a German Jewish émigré emerged as key to understanding how he negotiated his position within this world. The resulting thesis confirmed and elucidated the significance of Rothschild and Primavera and called for further research into those individuals who are very much of the craft world but not always as producers or educators. As demonstrated here, such examinations have the potential to offer a narrative which is both complementary and challenging to those which dominate, and thereby contribute to the discourse on the nature of narrative based research and craft history.

With this thesis I want to share my exploration of pulse and rhythm as elements of design. I locate my research on the meeting point of two different contexts: one is the expansion of kinetic art into design projects, resulting in aesthetic use of motion playing wider roles in design, and the other is the expansion, in relation to technological development, of the value of pulse as a design element. My hypothesis is that the value of pulse as an element of design can be heightened by acquiring the aesthetic use of repetitive motion seen in kinetic art, forging emotional communication with viewers/users. The mission of this research is to demonstrate this argument through practice, collecting working ideas and methods. I propose a model of pulse which can be used as a tool to reflect on projects from a new perspective. To forge a workable focus for the research, I articulate a definition of Japanese aesthetics and deploy related criteria of design. My exploration covers three topics - single pulse, pulse synchronisation, and pulse interference. Several ideas and methods were tested across eight projects in total, related to theories from various fields including biology, physiology, psychology, philosophy, mathematics and physics, and inspired by art and design practice. The insights gained from the projects allowed me to expand the scope of the exploration from pulse to rhythm, and I also reflect on my work from this perspective, distinguishing rhythm from pulse. Furthermore, I conducted an interview-based study to look into rhythm inferred from non-pulsing motions, and the insights from the interviews are presented in the thesis with an additional discussion. The output of the research takes two forms: recommendations, as a simpliflied and generalised summary of my findings, and case studies (projects), as a concrete source of inspiration for the reader's own creations. By thus interweaving the practical and theoretical knowledge gained in the research, I believe this work provides a useful contribution to the field of design.

This thesis explores the ability of data visualisation to enable knowl-edge discovery in digital collections. Its emphasis lies on time-based visualisations, such as timelines. Although timelines are among the earliest examples of graphical renderings of data, they are often used merely as devices for linear storytelling and not as tools for visual analysis. Investigating this type of visualisation reveals the particular challenges of digital timelines for scholarly research. In addition, the intersection between the key issues of time-wise visualisation and digital collections acts as a focal point. Departing from authored temporal descriptions in collections data, the research examines how curatorial decisions influence collec-tions data and how these decisions may be made manifest in timeline visualisations. The thesis contributes a new understanding of the knowledge embedded in digital collections and provides practical and conceptual means for making this knowledge accessible and usable. The case is made that digital collections are not simply represen-tations of physical archives. Digital collections record not only what is known about the content of an archive. Collections data contains traces of institutional decisions and curatorial biases, as well as data related to administrative procedures. Such ‘hidden data’ – information that has not been explicitly recorded, but is nevertheless present in the dataset – is crucial for drawing informed conclusions from dig-itised cultural collections and can be exposed through appropriately designed visualisation tools. The research takes a practice-led and collaborative approach, work-ing closely with cultural institutions and their curators. Functional prototypes address issues of visualising large cultural datasets and the representation of uncertain and multiple temporal descriptions that are typically found in digital collections. The prototypes act as means towards an improved understanding of and a critical engagement with the time-wise visualisation of col-lections data. Two example implementations put the design principles that have emerged into practice and demonstrate how such tools may assist in knowledge discovery in cultural collections. Calls for new visualisation tools that are suitable for the purposes of humanities research are widespread in the scholarly community. However, the present thesis shows that gaining new insights into digital collections does not only require technological advancement, but also an epistemological shift in working with digital collections. This shift is expressed in the kind of questions that curators have started seeking to answer through visualisation. Digitisation requires and affords new ways of interrogating collections that depart from putting the collected artefact and its creator at the centre of human-istic enquiry. Instead, digital collections need to be seen as artefacts themselves. Recognising this leads curators to address self-reflective research questions that seek to study the history of an institution and the influence that individuals have had on the holdings of a collection; questions that so far escaped their areas of research.

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This thesis discusses the development of design history in Britain from the 1970s to 2012, arguing that it is a clear example of a network of relationships, intersections of ideas, approaches and intellectual influences that are representative of the complexity of current academic practice. This study engages with discourses and debates concerning attempts to define academic recognition in a subject area that resists drawing boundaries and is by its very nature multidisciplinary. The period with which this study is concerned is characterised by considerable change in society, the approach to education and academic endeavour, and the consumption of histories. All of these changes have significance for the formation and development of design history, in addition to its contribution to academic practice and its impact beyond narrow scholarly circles. This thesis acknowledges that the overlapping and interweaving of threads of knowledge, methodology, approaches and paradigms is a feature of contemporary academic practice, and applies the concept of communities of practice to discussion of the multiple types of scholarship that have constituted design history. In doing this no claim is made for design history as a distinct academic discipline but rather it is discussed as a much broader academic network. Additionally, the thesis offers an evaluation of the role of this network, including the Design History Society as a distinct community of practice, in the context of developments in education, academic changes, museums and publishing. This leads to a consideration of the various arenas in which the products of design history are consumed thus demonstrating the importance and impact of the network outside academia.

This thesis looks at design practice as a method of investigating the relationship between design and identity in interwar Britain; in particular it considers design from the perspective of practice, not solely as the final object or the story of the maker. For it is in the process of making that the varied aspects of design as it is practiced are configured to create the greatest impact on everyday life. This research proposes that the quest to construct one’s identity, in particular a feminine identity, can be demonstrated by the making of goods and objects through the traditionally feminine practice of sewing and needlework, specifically those made at home. It argues that home sewing, as an understudied everyday practice, was intrinsically bound up with ideas of who women were, how they imagined themselves, and how their feminine identities were represented. Between the wars, home-sewing was an integral daily practice for middle-class women that left indelible memories of not only the items made, but of specific types of sewing and design practice, who it was made for and how it was used. It also explores these specific practices during a period of enormous change- culturally, technologically and politically – and particularly important for this study are the themes of femininity and domesticity, as well as the boundaries of private and public life in relation to modernity. Methodologically it focuses on sewing practices by utilizing mass media, specific objects and oral histories to elucidate this. This thesis considers the breadth and extent of home sewing as an everyday practice aligning individual narratives, original source material and theoretical analysis.

The Presence of Absence and Other States of Space argues that absence has an underlying presence that links the territorialised space of the non-place and the interstitial space of the border zone. It is posited that disturbed areas are created that interrupt, amongst other things, placial identity. It was also argued that the term 'non-place' has a limited validity in contemporary society. Also, as a fine art, practice-led study, viewing space was continually questioned both with regard to my own practice and to other, mostly contemporary, artists. The research was multi-disciplinary and used observation and reflection to form the basis of studio practice from which exhibition material was then gathered. Ideas were tested in both conventional and unconventional exhibition spaces, predominantly through installation, expanded sculpture and site-specific. Throughout, theory and practice have existed side by side, each informing and being informed by the other in a circular and reflective manner. The academic and practice research base was international and included the UK, Italy, New Zealand, Australia, Thailand, Laos, Norway and United States of America. Primary authors included Marc Augé, Gaston Bachelard, Homi K. Bhabha, Michel De Certeau and Henri Lefebvre and, later, particular resonances were found in Martin Heidegger and Michel Foucault. Visual references were mainly Western and included Belgium artist, Francis Alÿs (b.1956) and Michael Elmgreen (b. Denmark 1961) and Ingar Dragset (b. Norway 1969). The main outcomes have been that absence was identified as an underlying concept especially regarding placial identity; that place was seen as a site of memory and experience in addition to being locational; the term 'non-place' was found to be of general limited validity mainly due to the overwhelming presence of genericness caused chiefly by contemporary economic constraint. In the narrow authoritarian space of the border, a pause was identified that occurred in the everyday life of the user that showed similarity to the user of the non-place. Applied to the process of viewing it was accepted that, whilst the white cube mode of viewing was imperfect, no better system was found where the artwork could be idealised in such a way. As an overall viewing experience for the casual viewer however, it gave a poor outcome. Viewing of art in the everyday created dichotomies that related directly to the duration of display where permanent art could easily become invisible due to its constant presence. Immediate relevance was found in my own practice especially with regard to art exhibition and viewing. The importance of these findings concerns art and architecture where value has to be placed on social and cultural identity that then contributes to placial identity, thus creating presence instead of absence.

Design management has not previously been taught in China and the courses are largely ‘imported’ from the west. The transfer of knowledge to a culturally different context must consider a range of aspects which impact upon design management education. This research study aims to conduct an intensive investigation into the transferability of postgraduate design management education (Pg DME) system and programmes from the UK to China. The key objectives are to identify key issues of design management knowledge and its education in a Chinese context; and understand the impact of findings on the interaction in Chinese social, industrial and educational environments. The following areas were reviewed to inform the key theoretical context of Pg DME development in China: 1) the essential issues of knowledge transfer; 2) the theory of design and design management; and 3) the strategic content of design management education and its implications. Through the literature review, the themes of the research were finally indentified: differences in culture, economic drivers and education systems make the transfer complex, thus requiring interpretation as well as translation in Chinese Pg DME 1) policy making; 2) curriculum development; and 3) teaching & learning strategies. This research project is based upon an innate belief in the subjective nature of reality from within the interpretive paradigm. Therefore the research is exploratory with an inductive approach. The 3-phased multi-method comparative research study includes a design management 1) education related policy study; 2) curriculum development study; and 3) is comprised of 18 semi-structured qualitative interviews; providing three distinct but comparable data sets, allowing investigation of the research objective from strategic, tactical and operational perspectives. Models have also been developed in this study, where each level has been designated an essential framework for the healthy development of Pg DME in China. The main findings of the research study highlight Pg DME as an enabling discipline where the needs to be satisfied are internal to the design manager and external to the market and social environment. This necessitates consideration of the appropriate level of understanding of culture background; business & market awareness; and professional practice under the influence of globalisation and knowledge transfer for the society; industries; HEIs; academics and students. It also provides a deeper understanding of cultural aspects of design management provision, enabling the understanding of knowledge transfer, curricula, and teaching & learning across cultural borders.