DQI의 참여도구적 특성에 관한 연구
A Study on the Properties of the DQI as a Participation Tool
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This research suggests that the Design Quality Indicator for School(DQIfS) could be applied on the education facilities construction process not only as a building design assessment tool, but also as a participation tool. From the analyze of the background, the aims, the implementation processes and the case studies of the DQIfS, the results are:1. DQI was formulated with the social requirement for the public participation in the public building design processes.;2. DQI was articulated with the aim to involve the wide range of the stakeholders in the design processes, to hear the various opinions of the stakeholders, and to apply these opinions in the planning or the decision-making processes.;3. In the implementation stage, it was found that the implementation methods of the DQIfS was devised to involve the wide range of the stakeholders. Moreover, the DQIfS has transformed its representation way to convey the results to the stakeholders and make a base for the discussion. 4. Through the case studies, it was found that the DQIfS was used with various participatory planning methods in the implementation process. Furthermore, the DQIfS was used as a main method to provide the basis of the discussion about the educational facility design. Thus, it could be concluded that DQIfS is a specialized participation tool for making participatory processes in the educational building design processes.
Abstract
This research suggests that the Design Quality Indicator for School(DQIfS) could be applied on the education facilities construction process not only as a building design assessment tool, but also as a participation tool. From the analyze of the background, the aims, the implementation processes and the case studies of the DQIfS, the results are:1. DQI was formulated with the social requirement for the public participation in the public building design processes.;2. DQI was articulated with the aim to involve the wide range of the stakeholders in the design processes, to hear the various opinions of the stakeholders, and to apply these opinions in the planning or the decision-making processes.;3. In the implementation stage, it was found that the implementation methods of the DQIfS was devised to involve the wide range of the stakeholders. Moreover, the DQIfS has transformed its representation way to convey the results to the stakeholders and make a base for the discussion. 4. Through the case studies, it was found that the DQIfS was used with various participatory planning methods in the implementation process. Furthermore, the DQIfS was used as a main method to provide the basis of the discussion about the educational facility design. Thus, it could be concluded that DQIfS is a specialized participation tool for making participatory processes in the educational building design processes.
참고문헌 (23)
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