An Investigation into the Training Needs of Interior Design Diploma Graduates: A Kenyan Perspective

Abstract

Interior Design (ID) development and growth is being appreciated by many people today than it was in the past. This paper discusses the findings of a study that sought to investigate the training needs of the Kenyan Interior Design Diploma Graduates (KIDDGs). Employing a descriptive survey research design, the study was conducted in Nairobi County, Kenya. The target population was KIDDGs who graduated within the last ten years and were practicing in the Interior Design Industry. Snowball sampling was used to select 120 KIDDGs. Self-administered questionnaires, interviews, and observation were the methods of data collection. Data was coded according to emerging patterns, analyzed using Statistical Packages for Social Sciences (SPSS version 25) and presented using tables and histograms as well as written reports. This paper demonstrates that most of the KIDDGs reported of their inability to positively perform in areas such as analyzing their clients’ needs, goals, and life and safety requirements, inadequacy inthe formulation of the preliminary design concepts, and lack of knowledge to collaborate with other licensed design practitioners in the technical areas. This forces them to retrain on areas such as lighting and lighting designs, visual language of designand properties of colour and colour psychology for them to be effective in the IDI. Other training needs are working out costs, preparing estimates and how to advise client on the use of fittings, furniture, fabrics, and wall and floor coverings.The paper recommends that to address this dire scenario, the government and the public technical institutions need to expand the contribution of interior design to society through the exchange and development of knowledge and experience in education and practice. In addition, Institutions offering ID Programs need to equip their computer labs and workshops with essential modern equipment, sufficient and effective training personnel and provision of adequate supplier of instructional materials. Technical institutions should focus on education that gives designers access to internships and regular industrial visits to interact with other designers with real-world experience.