1 - 2 of 2
rss atomLink to result list
Permanent link
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
  • Public defence: 2018-09-19 10:00 Textilmuseet conference room, Borås
    Malmgren de Oliveira, Stefanie
    University of Borås, Faculty of Textiles, Engineering and Business.
    Acts of seeing in fashion design2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Fashion design can be described as perpetually having to produce new suggestions of dress. The foundational tool for realising such propositions in a precise and focused way is the act of seeing. Rather than referring to the sense of sight or visual perception, the act of seeing builds on the concept of the ‘inner eye’ in the sense of imagination, discovery, and the direction of design ideas.

    Seeing as a foundational act in the creative process is not a novel concept; on the contrary, it is usually an intuitive act that any designer performs when directing design ideas towards aesthetic goals. However, systematisation and an awareness of seeing in design processes, as methods of developing ways of working in the field of fashion design, are still open for further research. Therefore, the research presented in this thesis is aimed to systematically explore the act of seeing as a methodological tool in fashion design processes.

    The experiments described in this thesis were used to explore the act of seeing in relation to concepts such as ideation, decision-making, direction, and reflection. The acts of seeing were documented iteratively in photographic sequences, and were important materials for documentation and reflection. The interaction between seeing and doing was recorded using action/reaction chains, and analysed through two modes of seeing: forming and materialising.

    The most important contributions of this research are: 1) The hypothesis that the act of seeing is a methodological tool that is fundamental to creative processes. 2) A framework of ideas that builds on the interplay between the act of seeing and consequential act of doing, which was the basis for experiments that shifted between the two modes forming and materialising. 3) A mapping of different kinds of seeing.

    This raises awareness of design sensibilities, and could lead to more conscious and focused ways of working in which the act of seeing is a foundation for ways of designing that are both methodological and systematic.

  • Public defence: 2018-10-05 13:00 M402, Borås
    Hicks, Alison
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The theory of mitigating risk: Information literacy and language-learning in transition2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This qualitative study explores the information literacy practices of students who were learning a language overseas as part of their undergraduate degree. Constructivist grounded theory and situational analysis were used to examine the information activities of 26 English-speakers from Australia, Canada, the United States and the United Kingdom. Students were learning one of eight languages in 14 different American, Asian and European countries for a period of between four and 12 months overseas. Semi-structured interviews and photoelicitation method were used to give each participant the opportunity to present an explanatory narrative of their time overseas and to explicate nuanced and contextual information that is hard to verbalise. The study is informed by a theoretical framework that includes practice theory and transitions theory.


    The theory of mitigating risk emerges from the study’s analysis and provides a rich explanation of how an engagement with information supports language-student transition to new and culturally unfamiliar information environments. The theory illustrates how academic, physical and financial stress that is produced through participation within a new setting catalyses the enactment of information literacy practices that subsequently mediate student transition from acting like a language-learner to becoming a language-learner during their time overseas. From an educational perspective, the theory of mitigating risk broadens understanding about the shape that information literacy takes within transition to a new intercultural context while setting the scene for the design of educational interventions that recognise the fluid and generative possibilities of this period. From a broader social perspective, the theory of mitigating risk contributes to research that explores how businesses and communities can respond to and prepare for increasingly flexible global movement.